KEY  FOR 

COMPLETION-TEST 
LANGUAGE    SCALES 


By  M.  R.  TRABUE 

Assistant  Professor  of  Education 
Teachers  College,  Columbia  University 


PUBLISHED   BY 

fceacfjer*  College,  Columbia  Winibtv&itp 

NEW  YORK   CITY 
1919 


1 


KEY  FOR 

COMPLETION-TEST 
LANGUAGE    SCALES 


By  M.  R.  TRABUE 

Assistant  Professor  of  Education 
Teachers  College,  Columbia  University 


PUBLISHED   BY 

(Eeaefjer*  College,  Columbia  ©moeraitp 

NEW  YORK   CITY 
1919 


T 


\ 


Copyright,  1919,  by 
Teachers  College,  Columbia  University 


•/V.1-AJN   LIBRARY'   :     ,;UC'  D£PT" 


PREFACE 

The  separate  publication  of  a  Key  for  the  Completion-Test 
Language  Scales  is  the  result  of  a  combination  of  circumstances, 
involving  the  exhaustion  of  the  first  edition  of  the  monograph 
and  the  lack  of  opportunity  for  rewriting  it  while  in  military 
service.  Anyone  who  wishes  to  make  extensive  use  of  the 
language  scales  for  the  first  time  will  undoubtedly  feel  the  inade- 
quacy of  the  Key,  which  is  published  chiefly  to  provide  the 
basis  for  scoring  the  sentences. 

A  simplified  text  showing  the  derivation  of  the  scales  will  be 
provided  as  soon  as  my  return  to  civil  life  and  peaceful  thoughts 
permit. 

M.  R.  Trabue, 
Captain,  A.  G.  D.,  U.  S.  A. 

Washington,  D.  C. 
November,  191 8 


4348^.; 


For  Elementary  School  and  High  School 


13 
16 
20 

23 
27 


CONTENTS 

PAGE 

Directions  for  Administering  Tests 5 

Scheme  for  Scoring  Sentences '. 10 

Language  Scale  B  ' 

Language  Scale  C 

Language  Scale  D 

Language  Scale  E 

Language  Scale  F 

Language  Scale  J                                                            1 30 

uSSSg  ISle  L        K*  "^  S^'  and  Adults      ;;;;;;  ;;•_;;; ;  33 

Language  Scale  M  J                                                          J 39 

Other  sentences  used  in  original  study 43 

Sentences  Alpha  7  and  Beta  33  54 

Calculation  of  Median  Score  in  Language  Scales 55 

Standard  Scores  on  Language  Scales 57 

Kelley's  Arrangement  for  Individual  Testing 59 

Difficulty  of  Each  Sentence 70 


KEY  FOR  COMPLETION-TEST  LANGUAGE  SCALES 

i.    Directions  for  Administering  Tests 

If  the  class  to  be  tested  is  a  fourth  grade  class  or  higher,  oral 
explanations  will  be  sufficient.  Below  the  fourth  grade  it  will 
be  necessary  to  distribute  to  each  pupil  the  following  practice 
sheet,*  before  allowing  any  pupil  to  see  the  scale  with  which  he 
is  to  be  measured. 

Practice  Sheet      * 

Two  and  two  are 

A  boy  is  little,  but  a  man  is 

Girls  and  boys  can  run play. 

The  boy  has book. 

After  passing  one  of  these  practice  sheets  to  each  child,  make 
the  following  general  explanations: 

I  want  to  see  if  you  can  read  what  is  printed  on  the  little  sheet  of  paper,  and 
whether  you  can  guess  what  words  have  been  left  out.  Each  little  dotted 
line  shows  where  a  word  was  left  out.  If  you  can  guess  what  word  ought  to 
be  there,  write  it  on  the  dotted  line.  Write  just  one  word  on  each  blank. 
Make  each  line  say  something. 

After  making  the  above  explanation,  the  teacher  and  the 
examiner  should  give  assistance  to  any  child  who  does  not 
understand,  seeing  that  each  child  learns  what  is  expected. 

After  the  examiner  is  confident  that  each  child  has  the  correct 
idea  of  how  to  proceed,  a  copy  of  the  scale  to  be  used  should 
be  held  up  in  full  view  of  the  entire  class  and  the  statement  made 
that  "This  page  is  very  much  like  the  little  sheet  on  which  you 
have  just  been  working,  except  that  the  last  sentences  on  this 
sheet  are  very  much  harder."  From  this  point  the  procedure 
is  practically  the  same  as  that  for  the  higher  grades. 

In  the  fourth  grade  or  above,  or  after  the  preliminary  practice 
just  described  has  been  completed  in  a  lower  grade,  the  following 
oral  explanation  of  the  scale  to  be  used  should  be  made  before 
distributing  any  papers : 

This  sheet  contains  some  incomplete  sentences, — sentences  in  which  some  of 
the  words  were  left  out.     There  is  a  blank  in  each  place  where  a  word  should 

*  Practice  sheets  may  be  purchased  with  the  Language  Scales  from  the 
Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York, 

N.  Y. 

5 


6  Key  for  Completion-Test  Language  Scales 

be  written.     You  are  to  write  one  word  on  each  blank,  in  each  case  writing 
the  word  which  makes  the  most  sensible  statement. 

You  will  have  just  seven  minutes  in  which  to  sign  your  name  and  age  at  the 
top  of  the  page  and  write  the  words  that  are  missing.  The  papers  will  be  passed 
to  you  with  the  face  downward.  Do  not  turn  them  over  until  I  tell  you  to. 
After  I  tell  you  to  start,  remember  that  you  are  to  write  just  one  word  on  each 
blank  and  that  your  score  depends  on  the  number  of  perfect  sentences  you 
have  at  the  end  of  seven  minutes. 

If  there  are  no  questions,  the  papers  may  then  be  distributed, 
care  being  taken  that  no  child  looks  at  the  printed  side  until  there 
is  a  paper  upon  the  desk  of  each  child  and  the  following  additional 
instructions  have  been  given : 

After  you  have  been  working  seven  minutes,  I  shall  say,  "  The  time  is  up. 
All  stop  writing!"  You  will  all  please  stop  at  once  and  lay  aside  your  pens 
(or  pencils).  Now  if  you  are  all  ready,  you  may  turn  your  papers,  sign  your 
names,  put  down  your  ages  and  your  grade,  and  fill  the  blanks.     Go. 

Take  note  of  the  exact  time  at  which  the  signal  to  start  was 
given,  allow  exactly  seven  minutes,  and  give  the  command  to 
stop  writing.  Collect  all  papers  at  once.  It  is  very  important 
that  exactly  seven  minutes  be  allowed.  A  stop  watch  is  the 
most  satisfactory  means  of  keeping  the  time  on  a  test  of  this  sort. 

Grade  each  paper  according  to  the  scheme  shown  in  Section  2 
of  this  pamphlet,  and  make  a  record  of  the  total  number  of  points 
obtained  by  each  child.  Tabulate  the  scores,  and  calculate  the 
median  for  the  class  and  the  range  of  scores  required  for  the 
middle  50  per  cent  of  the  class,  following  the  directions  given  in 
Section  3  of  this  pamphlet. 

Name  

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Seven  minutes  Age  (on  last  birthday) _ 


LANGUAGE  SCALE   B 

1.  We  like  good  boys girls. 

2.  The is  barking  at  the  cat. 

3.  The  stars  and  the will  shine  tonight. 

4.  Time often  more  valuable money. 

5.  The  poor  baby as  if  it  were sick. 

6.  She if  she  will. 

7.  Brothers  and  sisters   always  to  help  other 

and  should quarrel. 

8 weather  usually a  good  effect one's  spirits. 

9.  It    is    very    annoying    to tooth-ache, often 

comes  at  the  most time  imaginable. 

10.  To friends  is  always the it  takes. 


Directions  for  Administering  Tests  7 

Name 

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Seven  minutes  Age  {on  last  birthday)  ..... 

LANGUAGE  SCALE  C 

1.  The  sky blue. 

2.  Men older  than  boys. 

3.  Good  boys kind their  sisters. 

4.  The  girl  fell  and her  head. 

5.  The rises the  morning  and at  night. 

6.  The  boy  who hard do  well. 

7.  Men more to  do  heavy  work women. 

8.  The  sun  is  so that  one  can   not _ 

directly causing  great  discomfort  to  the  eyes. 

9.  The  knowledge  of  use  fire  is  of  „ 

important  things  known  by but  unknown animals. 

10.  One  ought  to  great  care  to  the  right  of 

,  for  one  who  bad  habits  it  to 

get  away  from  them. 


Name 

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Seven  minutes  Age  (on  last  birthday) 


LANGUAGE  SCALE   D 

1.  We  are  going school. 

2.  I to  school  each  day. 

3.  The plays her  dolls  all  day. 

4.  The  rude  child  does  not many  friends. 

5.  Hard makes tired. 

6.  It  is  good  to  hear voice friend. 

7.  The  happiest  and contented  man  is  the  one lives  a  busy 

and  useful 

8.  The  best  advice usually obtained one's  parents. 

9 things  are  satisfying  to  an  ordinary  than 

congenial  friends. 
10 a  rule  one association friends. 


Note:  These  Language  Scales — B,  C,  D,  E,  F,  J,  K,  L,  M — maybe  pur- 
chased from  the  Bureau  of  Publications,  Teachers  College.  Scales  B,  C,  D,  E, 
F  are  used  for  elementary-school  and  high-school  groups;  Scales  J,  K,  L,  M,  for 
high-school  and  adult  groups. 


8  Key  for  Completion-Test  Language  Scales 

Name 

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Seven  minutes  Age  (on  last  birthday) 

LANGUAGE  SCALE  E 

1.  I  see  you.     Can  you  see ? 

2.  Ice  is  cold,  but  fire  is 

3.  The  kind  lady the  poor  man  a  dollar. 

4.  The  best to  sleep  is  at  night. 

5.  Children  should many  lessons  from parents. 

6.  The  child the  river was  drowned. 

7.  It  is  a task  to  be  kind  to  every  beggar for 

money. 

8.  Worry  never  improved  a  situation  but  has  made 

conditions 

9.  When  one  feels  drowsy  and ,  it  .-. happens  that  he  is 

to  fix  his  attention  very  successfully anything. 

10.  In  order clearly  at it  is to 

artificial 


Name 

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Seven  minutes  Age  (on  last  birthday) 

LANGUAGE  SCALE  F 

1.  I  like  to  go  to 

2.  Women older  than  girls. 

3.  The  bird a  song  every  morning. 

4.  When  the grows  older  he be  a  man. 

5.  Children to  pick 

6.  All  animals _ shelter  during  a 

7.  The of  your and  mother  is  your  brother. 

8.  When  two  persons about  _..  which  neither  understands, 

they _ almost to  disagree. 

9 want  are  often  caused  by 

10.  The  least  difficult are  by  no always  the  most — , 

are  the tasks the  most  disagreeable. 


Directions  for  Administering  Tests 

Name 

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Five  minutes  Age  {on  last  birthday) 


LANGUAGE  SCALE  J 

1.  Boys  and soon  become and  women. 

2.  The are  often  more  contented the  rich. 

3.  The  rose  is  a  favorite because  of fragrance  and 

4.  It  is  very to  become  acquainted  persons  who 

timid. 

5.  Extremely  old  sometimes almost  as care  as 


6.  One's in  life upon  so factors  it  is 

not to  state  any  single for failure. 

7.  The  future  of  the  stars  and  the  facts  of  history  are 

now  once  for  all, I  like  them not. 

Name 

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Five  minutes  Age  {on  last  birthday)  


LANGUAGE  SCALE   K 

1.  The  boy  will his  hand  if plays  with  fire. 

2.  Hot  weather  comes  in  the and weather ^..~  the 

winter. 

3.  The  poor  little has nothing  to ;  he  is  hungry. 

4.  Very  few  people  how  to  spend  time  and  to  the  best 

advantage. 

5.  One not,  as  a , attention  uninter- 

esting things. 

6.  To  eat one  is is  a pleasure. 

7 they us not,  nature's are 

and  unchangeable. 

Name 

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Five  minutes  Age  {on  last  birthday) 


LANGUAGE   SCALE  L 

1.  Children are  rude not  easily  win  friends. 

2.  Plenty exercise  and air healthy and 

girls. 

3.  In  to  maintain  health,  one  should  have  nourishing 


4 happiness  can  not  be with  money. 

5.  One's do always  express  his  thoughts. 

6.  To  to  wait,  after  having  to  go  ,  

very  annoying. 

7.  It  is  sometimes to between  two of  action. 

8.  One  can  do  his  at  one  while  of 

another. 


io  Key  for  Completion-Test  Language  Scales 

Name 

Write  only  one  word  on  each  blank  Grade 

Time  Limit:  Five  minutes  Age  {on  last  birthday) 


LANGUAGE   SCALE  M 

1.  One  can  not  foretell will  happen  in  the 

2.  The  dog  a  useful  because  his  intelligence 

and  faithfulness. 

3.  Many  people  their  health  because  do   not   

the of  hygiene. 

4.  Nothing  can one's  happiness effectively  than  a  guilty 


5.  To many  things ever  finishing  any  of  them 

a habit. 

6.  The seems and  dreary a  discouraged 

7 that  are to  one  by  an friend  should  be  par- 
doned    readily  than  injuries  done  by  one is  not 

angry. 

8.  It  is that  a  full-grown  man  should  ..~ a  ghost 

he  is 


2.    Scheme  for'  Scoring  Sentences 

The  question  of  what  should  be  called  correct  and  what  should 
be  called  incorrect  in  scoring  the  sentences  as  completed  is  a 
question  upon  which  a  great  deal  of  time  and  worry  may  be 
spent.  The  important  thing  about  scoring  the  sentences,  how- 
ever, is  not  that  the  scheme  used  shall  be  absolutely  perfect,  but 
that  the  scheme  used  shall  be  used  consistently. 

These  sentences  might  be  used  to  measure  a  great  variety  of 
qualities  in  the  individual  completing  them.  For  example,  we 
might  score  altogether  according  to  the  correctness  of  the  gram- 
matical forms  used.  On  the  other  hand,  we  might  ignore  gram- 
mar and  make  these  sentences  test  the  child's  understanding, 
scoring  according  to  the  child's  grasp  of  the  ideas  suggested  by  the 
printed  words.  We  might  score  according  to  the  judgment  shown 
or  the  truthfulness  of  the  child's  statements  in  the  sentences  as 
completed.  Again,  it  might  be  possible  to  use  these  sentences  as 
tests  of  memory  for  phrases,  of  richness  of  associations,  of  unity 
and  clearness  of  expression,  of  aptness  in  the  choice  of  words,  of 
imagination,  or  of  other  characteristics. 

The  scheme  that  has  actually  been  used  has  not  been  any  par- 
ticular one  of  the  above  possibilities,  but  simply  a  general  combi- 
nation of  all  of  them.  In  some  cases  one  element  may  have  pre- 
dominated in  causing  a  decision,  and  in  other  cases  another 


Scheme  for  Scoring  Sentences  II 

element.  No  one  needs  to  follow  the  scheme  shown  below  if  he 
finds  it  wrong,  for  it  is  only  given  in  order  that  it  may  be  perfectly 
clear  just  which  combinations  were  allowed  and  which  were  not 
allowed  in  this  study.  The  important  things  for  one  to  do  are 
to  be  sure  that  he  is  making  no  great  errors  in  judgment,  to 
be  consistent,  and  to  report  just  how  he  did  score  each  sentence. 
The  writer  suggests  that  the  detailed  scheme  shown  on  the  fol- 
lowing pages  be  used  as  it  stands  in  so  far  as  possible,  in  order  to 
secure  uniformity  and  comparability.1 

The  following  general  scheme  has  been  the  basis  upon  which 
the  more  detailed  judgments  have  been  based: 

GENERAL  SCHEME 

Score  2 

A  score  of  2  points  is  to  be  given  each  sentence  completed  per- 
fectly. Errors  in  spelling,  capitalization,  and  punctuation  should 
not  be  allowed  to  affect  the  score. 

Score  1 

A  score  of  1  is  to  be  given  each  sentence  completed  with  only  a 
slight  imperfection.  A  poorly  chosen  word  or  a  common  gram- 
matical error,  which  makes  the  sentence  less  than  perfect  and  yet 
leaves  it  with  reasonably  good  sense,  should  serve  to  reduce  the 
score  from  2  to  1. 

Score  0 

A  score  of  o  is  to  be  given  if  the  sentence  as  completed  has  its 
sense  or  construction  badly  distorted.  A  sentence  must  have 
reasonably  good  meaning  and  express  a  sentiment  which  might 
honestly  be  held  by  an  intelligent  person  in  order  to  receive  a 
higher  credit  than  zero. 


1  With  the  preliminary  series,  5  points  were  given  for  perfect,  4  for  slightly 
less  than  perfect,  3  for  still  less,  etc.  The  present  scheme  (2-1-0)  is  practically 
the  same  as  though  the  lower  end  of  the  older  scheme  (4-5-3-2-1-0)  had  been 
omitted,  using  2  in  place  of  5,  1  in  place  of  4,  and  o  in  place  of  3,  2,  1  and  o. 
With  40  pupils  in  each  grade,  the  correlation  between  the  relative  difficulty  of 
the  preliminary-list  sentences  in  the  6A  grade  and  their  relative  difficulty  in 
the  8B  grade  was  .965  by  the  5-0  method,  .962  by  the  2-0  method  now  used, 
and  .958  if  everything  now  scored  2  and  1  were  called  "right,"  and  everything 
else  "wrong." 


12  Key  for  Completion-Test  Language  Scales 

DETAILED    SCHEME 

In  those  sentences  having  only  one  blank  to  be  filled,  any  word 
appearing  under  the  heading  Score  2  was  considered  entirely 
satisfactory  as  a  completion  of  the  sentence.  Those  words  appear- 
ing under  the  heading  Score  1  were  given  half  credit — a  score  of  1 
— while  the  words  appearing  under  Score  o  were  given  a  score  of  o. 
The  score  of  each  sentence  should  be  written  on  the  test  paper 
just  under  or  at  the  end  of  the  sentence.1 


1  In  those  sentences  where  more  than  one  blank  appears,  each  blank  is  desig- 
nated by  a  letter,  and  the  words  which  fit  the  blank  are  listed  after  the  same 
letter  in  a  column  appearing  below  the  sentence.  Where  two  or  three  lists  of 
words  fit  the  same  blank,  each  such  list  requiring  a  specific  group  of  words  in 
a  subsequent  blank  is  given  a  distinguishing  number.  To  indicate  then  that 
full  credit  is  to  be  allowed  if  any  one  of  the  words  of  group  Ai  in  the  first 
blank  is  followed  by  any  word  of  group  B4  in  the  second  blank  and  any  word 
of  group  C2  in  the  third  blank,  the  following  notation  appears  under  the  ital- 
icized direction  to  Score  2  : 

A 1 B4 C2 

This  device  of  allowing  a  capital  letter  with  a  numeral  to  represent  an  entire 
list  of  words  obviates  the  necessity  of  repeating  an  entire  list  of  words  for  each 
combination  in  which  the  list  may  be  used. 

The  lists  given  in  the  following  pages  are  not  exhaustive,  but  they  are 
suggestive  of  the  way  the  scoring  has  been  done.  In  many  cases  a  different 
tense  of  the  same  word  has  not  been  recorded.  Anyone  who  uses  these  scales 
will  be  called  on  constantly  to  make  judgments  upon  new  combinations,  al- 
though the  samples  furnished  under  each  sentence  are  varied  enough  to 
indicate  by  comparison  about  what  value  should  be  assigned  to  any  particular 
new  combination. 


LANGUAGE  SCALE   B 

1 .  We  like  good  boys girls. 

Score  2 

and,  an 
Score  i 

or,  not,  and  good,  also 
Score  o 

for,  with,  said  the,  and  the 

2.  The is  barking  at  the  cat. 

Score  2 

dog,  hound,  pup 
Score  i 

dogs,  boy 
Score  o 

man,  cat,  god 

3.  The  stars  and  the will  shine  tonight. 

Score  2 

moon 
Score  1 

light,  planets,  lights 
Score  o 

dipper,  stripes,  clouds,  city,  sky,  sun 

4.  Time A often  more  valuable B money. 

Score  2 

A:  is,  was B:  than 

Score  1 

A:  seems,  becomes B:  than 

Score  0 

A:  are B:  than  A:  is B:  with 

5.  The  poor  baby  ... A as  if  it  were B sick. 

Ai :     cries,  cried,  acts,  acted,  lies,  lay,  looks,  looked 

A2:     suffers,  suffered,  appears,  moans,  sighs,  lays,  feels,  behaves,  was  crying, 

groans 
Bi:     very,  getting,  quite,  extremely 

B2:     feeling,   nearly,  dangerously,  rather,  almost,   real,  awfully,  terribly, 
pretty,  half,  home,  sea,  bad,  about,  often,  so 
Score  2 

Ai  Bi 

Score  1 

A2 Bi 

Ai  B2 

Score  0 

Ai  B:  not 

A:  was  Bi 


14  Key  for  Completion-Test  Language  Scales 

6.  She if  she  will. 

Score  2 

can,  may 
Score  i 

will,  may  go,  can  do  well 
Score  o 

does,  works,  goes,  has,  is,  could,  knows,  might,  plays,  is  good,  can't 

7.  Brothers  and  sisters A always B to  help C 

other  and  should D quarrel. 

Ai :    should 

Bl :     try,  strive,  offer,  seek,  agree,  endeavor,  learn,  aim,  attempt,  want 

B2:     consent,  like,  go,  work,  love,  be  ready,  come,  have,  wish 

B3:     expected,  able,  supposed,  told,  glad,  happy,  willing,  eager,  ready,  bade, 

careful,  good,  apt,  trying,  together,  best,  needed 
Ci:     each 
Di:     not,  never 
Score  2 

Ai Bi  Ci  Di 

Score  1 

A:  must Bi Ci  Di 

Ai B2 Ci Di 

A:  are B3 Ci  Di 

Ai  Bi  C:  the,  an,  one,  one  an Di 

A:  nearly B:  have Ci  Di 

A:  ought B:  to  try Ci Di 

A:  most Bi Ci Di 

Score  0 

A 1  Bi  C:  out,  along,  some Di 

A:  can B:  go C:  one Di 

A:  are B:  ready C:  one Di 

8 A weather  usually B a  good  effect C 

one's  spirits. 

Ai:     Cold,  Pleasant,  Balmy,  Frosty,  Winter,  Bright,  Clear,  Spring,  Fair, 

Cool,  Mild,  Warm,  Autumn,  Beautiful 
A2 :     Summer,  Good,  Fine,  Nice,  The,  Hot,  Sunny,  Calm,  Rainy,  Temperate, 

This,  Such,  Damp,  Windy 
Bi:     has 
Ci:    on,  upon 
Score  2 

A 1 Bi Ci 

Score  I 

Ai B:  had Ci 

A2 Bi Ci 

Ai  B:  takes,  produces Ci 

Score  o 

Ai,  Summer,  Damp,  Bad Bi,  is C:  to,  in 

A 1  B:  makes,  shows Ci 

A 1 B:  gives C:  to 

A:  Bad Bi  Ci 


Scheme  for  Scoring  Sentences  15 

9.  It  is  very  annoying  to A B toothache,  C 

often  comes  at  the  most D time  imaginable. 

A 1 :    have 

A2 :     suffer 

Bi:    a,  the 

Ci:     which 

Di:  trying,  unexpected,  absurd,  inconvenient,  embarrassing,  annoying,  un- 
welcome, unusual,  distressing,  extraordinary,  disagreeable,  inoppor- 
tune, undesirable,  unfortunate,  unsuitable,  unreasonable,  objectionable 

D2 :  horrid,  awkward,  terrible,  critical,  unpleasant,  busy,  strange,  important, 
unthinkable,  peculiar,  unlucky,  harmful,  valuable,  strange,  unlikely, 
unsatisfactory,  unprepared,  uncertain,  awful,  queer 

D3:     unknown,  pleasant,  happy,  joyful,  worst,  sudden 


Score  2 

Ai 

A2. 

.  Bi Ci Di 

.  B:  from,  with Ci  Di 

Score  1 

Aa, 

Ai 

A2 

Ai  . 

get, 

feel,  bear Bi  Ci  Di 

.  Bi Ci  D2 

.  B:  from Ci D2 

.  Bi  C:  for  it,  as  it,  and  it,  that,  it Di 

Score  0 

Ai 
Ai  . 

.  Bi  C:  and Di 

.  Bi  Ci D3 

b A. 

friends  is  always B the C it  takes 

Ai:     have,  make,  win,  gain,  be,  help,  keep 

A2:     see,  satisfy,  meet,  greet,  know,  please,  find,   treat,   visit,  entertain, 

possess,  obtain 
B 1 :     worth 

Ci:     time,  effort,  trouble 
C2:     endeavor,  energy,  pains,  patience,  work 
Score  2 


Ai 

.  Bi Ci 

Score  j 

A2 
Ai 

Bi Ci 

Bi C2 

Score  0 

Ai 

B:  for,  worthy  of Ci 

A: 
A: 

win 
our  . 

B :  better C :  longer 

B:  given C:  best 

LANGUAGE   SCALE   C 

1.  The  sky blue. 

Score  2 

is,  was,  became,  turned,  looks,  appears,  seems 
Score  i 

got,  is  very,  is  not,  has 
Score  o 

are,  light,  very,  dark 

2.  Men older  than  boys. 

Score  2 

are,  act,  look,  appear,  seem 
Score  i 

grow,  were,  is 
Score  o 

be,  see 

3.  Good  boys A kind B........  their  sisters. 

Ai:  are 

A2:  were,  must  be,  should  be,  will  be,  act,  is 

Bi:  to 

B2:  with,  toward,  like,  also,  and 

Score  2 

Ai  Bi 

Score  1 

A2 Bi 

Ai  B2 

A:  and B:  love 

A:  think B:  of 

A:  do B:  things  for 

A:  say B:  words  to 

Score  o 

Ai  B:  for,  as,  by 

4.  The  girl  fell  and her  head. 

Score  2 

hurt,  injured,  bruised,  cut,  hit,  struck,  bumped 
Score  1 

knocked,  came  down  on,  crushed,  fractured,  broke 
Score  0 

split,  busted,  on,  bunked 

5.  The A rises B the  morning  and C at 

night. 

Ai:     sun 
Bi:     in,  during 
Ci:     sets,  sinks,  disappears 
C2:     falls 

C3:     goes,  leaves,  lowers,  sits,  moon,  never,  goes  down,  set,  not,  descends, 
drops,  dies,  the  moon,   fades 


Scheme  for  Scoring  Sentences  1 7 

Score  2 

Ai Bi Ci 

Score  i 

A:  temperature Bi C2 

A:  boy,  bird Bi C:  sleeps,  rests 

A:  tide Bi C2,  also 

Ai Bi C3 

Score  o 

Ai Bi C:  sometimes 

Ai B:  every Ci 

6.  The  boy  who A hard B do  well. 

Ai :     works,  tries,  studies,  thinks 
A2:     worked,  tried,  studied,  thought 
A3:     plays,  hits,  work,  try 
Bi:     will 

B2:     can,  may,  does,  shall,  should,  could,  must,  did 
Score  2 

A 1 Bi 

Score  1 

Ai B2 

A2 Bi,  B2 

A3 Bi 

Score  0 

A 1 B:  sometimes,  surely,  often 

A:  did B:  work  did 

A:  work B:  did 

A :  does . B :  work 

7.  Men A more B to  do  heavy  work C 

women. 

Ai:    are 
A2 :     have 

Bi:    able,  competent,  willing,  inclined,  apt,  ready,  likely 
B2:     ability,  strength,  inclination,  power 

B3:     prepared,  anxious,  eager,  liable,  fitted,  equal,  accustomed,  suited,  satis- 
fied, fit,  capable,  used,  adapted,  wanted,  required,  taken,  healthy, 

qualified,  built,  stronger,  suitable,  useful 
B4:     ambition,  energy,  time,  muscle,  tools,  right,  business 
Ci:     than 
Score  2 

Ai Bi Ci 

A2 B2 Ci 

Score  1 

A 1 B3 Ci 

A2 B4 Ci 

A:  try,  like,  ought B:  often Ci 

A:  earn B:  money Ci 

A:  know B:  how Ci 

A:  need B:  tools,  money Ci 

A:  appear Bi  Ci 

Score  0 

Ai  B:  made,  asked,  good,  active Ci 

Ai  B:  useful,  able C:  for 

A:  work B:  hard Ci 

A:  do B:  thinking Ci 

A2 B:  brains,  work Ci 


1 8  Key  for  Completion-Test  Language  Scales 

8.  The  sun  is  so A that  one  can  not B C 

D directly E causing  great  discomfort  to  the 

eyes. 

Ai :  brilliant,  dazzling,  radiant,  bright 

A2:  blinding,  intense,  strong,  light,  powerful,  glary,  hot,  red,  fiery,  high 

Bi:  look,  gaze,  stare 

B2:  endure,  bear,  stand 

Ci:  at 

Di:  it 

Ei:  without 

Score  2 

Ai Bi Ci Di Ei 

Score  1 

A2 Bi Ci Di Ei 

Ai  B2 C:  its D:  rays Ei 

Ai  Bi  C:  into,  toward,  towards Di  Ei,  unless, 

for,  if 

A:  low B:  read C:  a D:.book Ei 

A 1 B:  even C:  look D:  up Ei 

Score  o 

A:  warm,  far,  low Bi  Ci  Di  Ei 

A 1 Bi Ci  Di  E:  because,  thus 

Ai B:  see Ci:  it D:  so Ei 


The  knowledge  of A B use  fire  is C of 

D important  things  known  by  E but  un-. 

known F animals. 

Ai:  how 

Bi:  to 

B2:  proper,  correct,  careful,  important,  skillful,  great 

Ci:  one 

C2:  considered,  rated,  thought 

Di:  the,  many,  several 

Ei:  man,  men,  us,  mankind,  people 

E2:  persons,  scouts,  humans 

Fi :  to,  by,  among 

Score  2 

A 1 Bi Ci Di Ei Fi 

Score  1 

Ai Bi Ci Di E2 Fi 

A:  why B:  we Ci Di Ei  Fi 

A:  when,  having,  the  way Bi Ci Di El Fi 

Ai Bi C2 Di Ei Fi 

Ai  Bi Ci D:  most Ei Fi 

Score  0 

Ai Bi C:  often Di Ei Fi 

A:  the B2 Ci Di  Ei  Fi 

A:  knowing B:  how  to Ci Di Ei Fi 


Scheme  for  Scoring  Sentences  1 9 

10.  One  ought  to  A great  care  to B the  right 

C of D ,  for  one  who E bad  habits 

F it G to  get  away  from  them. 

Ai :  use,  take,  exercise 

Bi:  form,  choose,  acquire,  gain,  cultivate,  develop,  adopt,  establish,  learn, 

teach,  begin 

B2:  obtain,  get,  possess,  use,  have,  pursue,  make,  lead 

Cl :  sort,  kind 

C2 :  habits 

Di :  habits 

D2:  living,  life,  working,  work,  studying,  study,  speaking,  speech,  thinking, 

thought,  learning,  mind,  procedure,  action,  attention,  acting 

Ei:  has,  gains,  contracts,  forms,  acquires 

Fi :  finds 

Gi:  hard,  difficult 

G2:  impossible,  pays 

Score  2 

Ai Bi Ci Di Ei Fi Gi 

A 1 Bi C2 D2 Ei Fi Gi 

Score  1 

A 1 B2 Ci Di „  Ei Fi :.  Gi 

Ai B2 C2 D2 Ei Fi Gi 

Ai Bi  Ci Di Ei,  gets,  makes Fi G2 

Ai Bi Ci Di Ei F:  has,  makes Gi 

A 1  Bi C2 D2 Ei F:  has,  makes, Gi 

A:  have,  give Bi C2 D2 Ei Fi Gi 

A:  have,  give Bi Ci Di Ei Fi Gi 

Ai B:  be Ci D:  person Ei Fi Gi 

Ai B:  begin C:  way D:  living Ei Fi Gi 

Ai B:  do C:  thing D:  course Ei Fi Gi 

Ai B:  do Ci D:  things Ei Fi Gi 

Score  o 

Ai B:  get C:  start D:  life Ei Fi G 

Ai B:  do C:  thing D:  life Ei Fi Gi 


LANGUAGE  SCALE   D 

1.  We  are  going school. 

Score  2 

to,  through,  toward,  before,  after 
Score  i 

into,  from,  to  the,  as  a,  to  go  to 
Score  o 

at,  in 

2.  I to  school  each  day. 

Score  2 

go,  come,  walk,  ride,  drive,  run,  went,  came,  rode,  drove 
Score  i 

am,  am  going,  like  to  go,  was,  have  gone 
Score  o 

like,  to,  going,  study 

3-  The A plays B her  dolls  all  day. 

Score  2 

A:  girl,  child,  baby B:  with 

Score  i 

A:  boy,  girls,  cat,  dog,  children,  little  girl, B:  with 

Score  o 

A:  girl B:  to,  for 

4.  The  rude  child  does  not many  friends. 

Score  2 

have,  make,  gain,  win 
Score  1 

deserve,  find,  know,  acquire,  possess,  keep,  greet,  appreciate,  accumu- 
late, help,  please,  obey,  meet,  get,  see,  play  with 
Score  0 

want,  like,  care  for,  need,  has 

5.  Hard A makes B tired. 

Ai :     work,  labor,  play 

A2:     traveling,  tasks,  luck,  things 

A3:     thing,  bread,  times 

Bi:     one,  people,  you,  him,  her,  me,  men,  women,  them,  us,  folks,  anyone, 

children 
B2:     a  man,  minds,  bodies 
Score  2 

Ai Bi 

Score  1 

Ai B2 

A2 Bi 

Score  0 

A3 Bi 


Scheme  for  Scoring  Sentences  21 

6.  It  is  good  to  hear A voice B C friend. 

Ai:     the 
A2 :     your 
Bi:     of 
B2 :     from 

Ci:     a,  one's,  your,  my,  another,  some,  his,  her,  any,  their 
C2:     one,  an  old,  a  true,  the,  an  intimate 
Score  2 

Ai Bi  Ci 

Score  1 

Ai Bi C2 

A2 B:  my C:  dear,  good 

A:  her B:  to C:  her 

A:  a Bi,  B2 C:  a 

A:  your,  her B:  calling C:  your,  her 

A2 B:  again,  tonight C:  my 

A:  that Bi  C:  my 

A:  Caruso's B:  with C:  his  ' 

A:  her B:  said C:  Mary's 

Score  o 

Ai B2 Ci     A:  a Bi,  B2 C:  year 

A:  one's B:  said C:  his 

A2 B:  with,  than C:  your 

A:  his B:  and C:  his 

7.  The    happiest    and    A contented    man    is    the    one 

B lives  a  busy  and  useful  C 

Ai:     most,  best 

A2:     well,  brightest,  richest,  the,  nice,  truly,  loveliest,  strongest,  healthiest, 

more 
A3:     good,  poor 
Bi:     who,  that 
B2 :    which 
Ci:    life 
Score  2 

Ai Bi Ci 

Score  1 

Ai B2 Ci 

A2 Bi Ci 

Score  0 

A3 Bi Ci 

8.  The    best    advice    A usually    B obtained 

C one's  parents. 

Ai:  may,  can,  will 

A2:  is 

A3:  might,  could,  would,  should 

Bi:  be 

B2:  directly,  that,  correctly,  freely,  easily,  readily,  promptly,  first,  fully, 

soon,  accurately,  properly 

B3:  rightly,  well,  best,  only,  to  be,  better,  willingly,  fairly,  cheerfully 

B4:  always,  often,  not,  also,  being 

Ci:  from 

C2:  of,  by,  through 


22  Key  for  Completion-Test  Language  Scales 

Score  2 

Ai Bi  Ci 

A2 B2 Ci 

A:  has B:  been Ci 

Score  i 

A3 Bi  .: Ci 

A 1  Bi C2 

A2 B3 Ci 

A2 B2 C2 

A:  most,  received B:  is Ci 

A:  one B:  has Ci 

A:  comes B:  when Ci 

Score  o 

A2 B4 Ci 

A:  children B:  have Ci 

A2 B:  best,  to  be C:  by 

9 A things   are    B satisfying   to  an   ordinary 

C than  congenial  friends. 

Ai :     Few 

A2:     Many,  Some,  No,  Good,  Sometimes,  These,  More,  Those,  New,  One's, 

Pleasant,  Queer,  Such,  Ordinary,  What 
A3:  Kind,  All,  The,  Small,  Often,  Flattering 
Bi:     more  ' 

B2 :     less 

Ci:     man,  person,  child,  mortal,  individual,  boy,  girl,  woman 
C2:     friend,  companion,  stranger,  people,  acquaintance 
C3:     child,  boy,  girl 
Score  2 

Ai  Bi  Ci 

A:  Most B2 Ci 

Score  1 

Ai Bi C2 

A:  Play Bi C3 

A2 Bi,  B2 Ci 

Score  o 

A3 Bi Ci 

Ai Bi  C:  one,  condition 

Ai B:  not C:  man 

A2 Bi  C:  friend 

A2 B:  quite Ci 

10 A a  rule  one B association C friends. 

Ai:    As 
A2 :    Although 

Bi:     enjoys,  prefers,  likes,  desires,  welcomes,  seeks 
Bi:     holds,  keeps,  cultivates,  finds,  chooses,  wishes,  loves,  gains 
Ci:     with 
C2:    of 
Score  2 

Ai Bi Ci 

Score  1 

Ai Bi C2 

Ai B:  makes Ci 

Ai B2 Ci,  C2 

Score  o 

A 1 B:  chooses C:  and 

Ai B:  keeps C:  his 

A2 B:  like C2 


LANGUAGE  SCALE   E 

1.  I  see  you.     Can  you  see ? 

Score  2 

me 
Score  i 

the  cat,  men,  us,  it,  I  can,  yes^ 
Score  o 

play,  run,  you 

2.  Ice  is  cold,  but  fire  is 

Score  2 

hot 
Score  i 

good,  not,  red,  burning,  warm 
Score  o 

how,  burned,  cold 

3.  The  kind  lady the  poor  man  a  dollar. 

Score  2 

gave,  gives,  offers,  offered,  paid,  pays,  took,  sent,  loaned,  lent,  handed» 
tendered 
Score  1 

found,  lends,  loans,  hands,  sends,  takes,  give,  is  giving 
Score  0 

finds,  helps,  owes,  owed 

4.  The  best to  sleep  is  at  night. 

Score  2 

time 
Score  1 

hour,  way 
Score  0 

place,  bed,  air,  girl,  boy,  of  all,  go,  thing,  when,  thing  is 

5.  Children  should A many  lessons  from B parents. 

Ai :     learn,  take,  receive,  obtain,  get 
A2 :     study,  have,  observe,  know,  obey 
A3:     show,  do,  recite 
Bi:    their 
B2:     the,  fond,  kind 
Score  2 

Ai Bi 

Score  1 

A2 Bi 

A 1 B2 

Score  o 

A3 Bi 

A:  have B:  your 


24 


Key  for  Completion-Test  Language  Scales 


6.  The   child   A. 

drowned. 


-B the    river 


was 


Ai 

A2 

A3 
A4 
A5 
Bi 

B2 

B3 
B4 
B5 
Ci 


fell 

went,  sprang,  jumped,  waded 

swam,  bathed,  played,  was 

went 

playing 

in 

into 

down,  on,  near 

by 

to 

and 


Score  2 
Ai 

A2 


Bi,  B2 Ci 

B2 Ci 


Score  i 

A3 Bi Ci 

A4 Bi,  B3,  B5, Ci 

A:  ran B2,  B5, Ci 

A:  played,  sat B:  near Ci 

A:  who B:  crossed C:  yesterday 

A:  who  fell B2  ....l C:  soon 

A:  was B:  at,  on Ci 

A5 B4 C :  side 

A5 B:  on C:  bank 

A5 B :  near C :  accidentally 

Score  o 

A4 B4 Ci 

A:  was B4,  B5 Ci 

A:  played B:  at Ci 

A:  goes B.s Ci 

A:  swam B:  through Ci 

A5 B4 C :  today,  nearly 

It  is  a A task  to  be  kind  to  every  beggar  B 

C for  money. 

Ai:  hard,  burdensome,  difficult,  great,  big,  real,  trying 

A2:  philanthropic,  charitable,  heavy,  bitter,  noble,  small,  foolish,  pleasant, 

good,  little,  bad,  kind,  worthy,  mean 

A3 :  daily,  poor,  fine,  nice,  friendly,  easy 

Bi:  who,  that 

B2 :  which 

Ci :  asks,  begs,  pleads 

C2:  calls,  cries,  comes,  seeks,  wants,  looks,  wishes,  works 

Score  2 

Ai Bi Ci 

Score  1 

A2 Bi Ci 

A 1 Bi C2 

Ai B:  when C:  asked,  he  asks 

Ai B:  asking C:  one 

A 1 B2 Ci 


Scheme  for  Scoring  Sentences  25 


Score  o 


A3 Bi Ci 

A 1 B2 C2 

A 1 Bi C:  needs 

A:  polite B:  here C:  asking 

8.  Worry A never  improved  a  situation  but  has B 

made  conditions C 

Ai:     has 

A2:     certainly,  surely 

Bi:     often,  usually,  always,  generally,  merely,   undoubtedly,    sometimes, 

only,  certainly,  slowly,  probably,  simply,  repeatedly,  surely 
B2:     rather,  really,  ever,  mostly,  even,  instead,  just,  indeed,  helped 
B3 :    never 
Ci:    worse 

C2:     serious,  poor,  change,  poorer,  bad,  harder,  miserable 
Score  2 

A 1 Bi Ci 

A2 Bi Ci 

Score  1 

Ai B2 Ci 

A 1 Bi C2 

Ai B:  always,  gradually C2 

Score  0 

A 1 B3 Ci 

A:  can,  will B:  often Ci 

A 1 B3,  Bi C:  better 

A:  should Bi Ci 

9.  When  one  feels  drowsy  and  A ..,  it  B happens 

that  he  is  C to  fix  his  attention  very  successfully 

D anything. 

Ai :    dull,  tired,  stupid,  weary,  fatigued,  lazy,  indolent,  sleepy,  inattentive, 

ill,  inert,  indisposed,  sick 
A2:     weak,  sad,  bored,  cross,  is 

Bi:     usually,  generally,  frequently,  sometimes,  often 
B2:     seldom,  rarely 

B3:     invariably,  always,  soon,  just,  then,  so 
Ci:    able 
C2 :     unable 

C3:    failing,  able,  slow,  unfit,  not  able,  too  tired 
C4:     trying,  going,  ready,  liable,  apt 
Di:    on,  upon 
Score  2 

A 1 Bi C2 Di 

A 1 B2 Ci Di 

Score  1 

A2 Bi C2 Di 

A2 B2 Ci Di 

A 1 B2 „  Ci D:  to,  at 

Ai B3 C2 ....  Di 

A 1 Bi C3 Di 

Ai B2 C4  „„ Di 

A 1 B:  never C:  apt Di 


26  Key  for  Completion-Test  Language  Scales 

Score  o 

Ai  Bi C:  never Di 

Ai  B:  generally C:  made Di 

Ai B:  often C:  not Di 

Ai  B:  sometimes C:  lazy Di 

10.  In  order  A B clearly  at  C it  is 

D to  E artificial  F 

Ai:    to 
B i :    see 
B2:     look 
Ci:    night 
C2:     times,  all 
Di:     necessary,  essential 
D2:     better,  best 
Ei:     use 
E2 :     have 

Fi :     light,  means,  devices 
Score  2 

Ai Bi Ci  Di  ...._ Ei  Fi 

Ai  Bi  Ci  Di  E2 F:  light 

Score  1 

Ai  Bi C2,  sea Di  Ei,  E2 Fi 

Ai  .. B:  think C2 Di Ei,  avoid F: 

stimulants 
Ai B2 C:  light Di  E2 F:  pro- 
tection 

Ai Bi Ci  D2 Ei  Fi 

Ai  B:  hear,  speak C:  times,  first Di  

Ei,  adopt F:  means 

Ai B:  understand,  explain C:  times Di _ 

Ei  F:  examples 

Ai  Bi  Ci Di Ei F:  glasses 

Score  o 

Ai Bi C:  distance  D2  E2  F* 

light 

Ai  Bi  C:  once D2  E:  try F: 

means 

Ai  B2  C:  something D:  advisable E: 

remove F:  aids 

Ai B:  think C:  times Di Ei F: 

means 


LANGUAGE    SCALE   F 

1.  I  like  to  go  to 

Score  2 

school,  church,  play,  bed,  mess,  sleep,  town,  Chicago 
Score  I 

see,  war,  heaven 
Score  o 

bad, today 

2.  Women older  than  girls. 

Score  2 

are,  appear,  seem,  look,  act 
Score  I 

were,  grow,  become,  dress,  is 
Score  o 

be,  see,  do,  make 

3.  The  bird a  song  every  morning. 

Score  2 

sings,  sang,  sung 
Score  1 

will  sing,  sing,  has,  warbles,  chirps,  pipes,  sings  us,  gives,  gives  us 
Score  o 

likes,  did,  songs,  song 


4.  When  the 

A grows  older  he B be  a  man. 

Ai :     boy,  youth,  lad 

A2:    child,  son,  baby,  brother,  man,  boys 

Bi:     will 

B2 :     may, 

must,  can,  shall,  should,  could,  would,  might,  has  to,  is  to,  begins 

to,  comes  to 

Score  2 

Ar  . 

Bi 

Score  1 

Ai  . 

B2 

A2  . 

Bi 

Score  0 

Ai 

B:  says 
Bi 

5.  Children  . 

A to  pick B 

Ai :  like 

A2:  come,  are,  came,  are  not,  go,  likes,  went,  try,  were,  wish,  have,  ought 

Bi:  flowers,  berries,  apples,  fruit,  daisies 

B2:  quarrels,  playmates 


28 


Key  for  Completion-Test  Language  Scales 


Score  2 

Ai Bi 

Score  I 

A2  ........  Bi 

A:  climb,  jump B:  apples 

Ai  B:  flower,  nuts 

A:  try B2 

Score  0 

A:  go B:  stick 


6.  All  animals A shelter  during  a B 

Ai :     seek,  hunt,  like,  want,  need,  require,  take 
A2:     find,  have,  get,  love,  look  for 
Bi:     storm 
B2:    -shower,  rain 
Score  2 

A 1 Bi,  B2 

Score  1 

A2 B2,  night 

Ai  B:  winter 

A:  need B:  day 

Score  0 

A:  are,  will,  do Bi 

A:  have,  shall B:  year,  day,  summer 

7.  The A of  your B and  mother  is  your  brother. 


Ai 
A2 

A3 
A4 
Bi 
B2 


pleasure,  pride,  boy,  child,  support,  love,  care,  children 

boy,  reason 

girl,  work 

father 

family 

Score  2 

A 1  „ Bi 

Score  1 

A2 

Score  0 

A3 
A4 


Bi 


B2 
Bi 


8.  When  two  persons  Jl about B. 

understands,  they C almost D. 

Ai :  talk,  converse 

A2:  decide,  ask,  are  talking,  dispute,  argue,  speak 

A3:  fight,  think,  talking 

Bi:  that,  something 

B2:  things,  matters,  anything,  objects,  a  subject 

Ci:  are 

Di:  sure,  certain 

D2:  bound,  positive,  ready,  willing,  apt,  liable 

D3:  conclude,  agree 

D4:  fit,  always,  very  sure 


which  neither 
to  disagree. 


Bi 

B2 

Ci 

C2 


Scheme  for  Scoring  Sentences  29 

Score  2 

Ai  Bi  Ci Di 

Ai  Bi  C:  seem D:  always 

Score  1 

Ai  Bi  Ci D2 

A2 Bi Ci Di 

Ai  B2 Ci  Di 

Ai  Bi  C:  can D3 

A 1  Bi  C:  usually,  will D:  have 

Score  o 

Ai  Bi  Ci  D4 

A3 Bi Ci  ........  Di 

A:  are B:  something Ci  D:  ready 

....A B want  are  often  caused  by C 

and 
of 

drink,  ignorance,  laziness,  sickness,  disease,  neglect 
selfishness,  jealousy,  indulgence,  imagination 
Score  2 

A:  Poverty Bi  Ci 

Score  1 

A:  Times B2 C:  famine 

A:  Cases B2 Ci 

A:  Things B:  people C2 

A:  Need Bi  C:  pleasure 

A:  People B:  in Ci 

A:  What B:  girls C:  variety 

Score  o 

A:  Health Bi  C:  laziness 

A:  Horrors B2 C:  obstinacy 

A:  Hunger Bi  C:  cries 

A.:  Conditions B:  in C:  neglect 

10.  The  least  difficult A are  by  no B always  the 

most  C ,  D are  the  E tasks  F 

the  most  disagreeable. 

Ai:     tasks,  undertakings 
Bi:     means 
C 1 :     profitable 
Di:     nor 
Ei:     hardest 
F 1 :     always 
Score  2 

Ai Bi C:  pleasant,  agreeable Di  Ei  Fi 

Score  1 

Ai  Bi  Ci,  trifling Di  Ei  Fi 

Ai Bi Ci  Di Ei Fi 

Score  o 

Ai  Bi  C:  pleasing D:  altho E:  hard Fi 


LANGUAGE  SCALE  J 

1.  Boys  and soon  become and  women. 

Score  2 

girls men 

Score  i 

girls,  girl man 

girls gentlemen 

Score  o 

girl mans 

men poor 

2.  The are  often  more  contented the  rich. 

Score  2 

poor than 

Score  I 

poor,  people with,  by 

children,  people than 

girls with 

Score  o 

girls,  men,  parents than 

3.  The  rose  is  a  favorite because  of  fragrance 

and 

Score  2 

flower its beauty,  color 

Score  1 

flower the beauty,  color,  smell,  blossoms,  sweetness 

flower its scent,  smell,  appearance,  sweetness,  blossoms 

Score  o 

flower sweet,  nice, looks,  pretty 

4.  It  is  very A to  become B acquainted C 

persons  who D timid. 

Ai :     hard,  difficult 

A2:  trying,  tiresome,  pleasant,  possible,  nice,  unusual,  awkward,  unpleas- 
ant, annoying,  fine,  strange,  uncommon,  inconvenient,  kind,  easy, 
grand,  good,  sensible,  troublesome,  necessary,  commendable 

A3:     well,  unwise,  customary,  wrong,  bad 

Bi:     well,  thoroughly,  fully,  intimately,  personally 

B2:  really,  slightly,  merely,  closely,"  properly,  rapidly,  fairly,  nicely,  quite, 
familiarly,  readily,  quickly,  better,  much,  more,  so 

B3:     good,  goodly,  kindly,  easily,  strongly,  real,  immediately 

Ci:    with 

Di:    are 

D2:     seem,  act,  appear,  look 

Score  2 

A 1 Bi Ci Di 


Scheme  for  Scoring  Sentences 


'    31 


Score  i 
A2 
Ai 
Ai 

Score  o 


Bi 
B2 
Bi 


Cl 
Ci 
Ci. 


Di 
Di 

D2 


A:  nice 

A3 

Ai 


B:  much Ci  . 

Bi Ci Di 

B3 Ci Di 


Di 


5.  Extremely   old    A sometimes    B almost   Sis 

C care  as  D 

Ai:     people,  persons 

A2 :    age 

Bi :     need,  take,  require 

Ci:     much 

Di:     babies,  infants,  young,  children,  invalids 
Score  2 

A 1 Bi  . Ci Di 

Score  J 

Ai B:  are Ci,  great Di 

A2 B:  brings Ci D:  youth 

A2 B:  seems Ci  D:  sickness 

A:  automobiles Bi  Ci D:  horses 

A:  men B:  take Ci D:  women 

A:  books B:  need Ci D:  new 

A:  people B:  have,  show C:  little D:  young 

Score  o 

A:  things Bi Ci D:  trouble 

6.  One's  A in  life B upon  so  C factors 

D it  is  not E to  state  any  single F 

.G failure. 


for 

Ai:    success 

A2:     position,  conduct,  course,  status,  purpose,  aim 

B 1 :     depends,  rests 

Ci:     many 

Di:    that 

Ei :    easy,  safe,  wise 

Fi :     rule 

F2:     reason,  condition,  factor 

Gi:     his,  her,  one's,  every,  any,  a 

G2 :     avoiding 
Score  2 

A 1 Bi Ci Di Ei 

A 1 Bi   Ci  Di 

Gi 


Fi 


Ei 


Score  1 
Ai 


Bi Ci 

Bi  _ Ci 


one's,  our,  complete 


Score  0 
Ai 


..  Bi 

G:  our 


Ci 


Di 
Di 


Di 


Ei 
Ei 


Fi 

F2 


....   G2 

cause 


G2 
G: 


E:  true F:  reason 


32  Key  for  Completion-Test  Language  Scales 

7.  The  future A of  the  stars  and  the  facts  of B 

history  are C now  once  for  all, D I  like  them 

E not. 

Ai :  course,  destiny,  circuits,  paths 

Bi:  ancient,  past,  their 

B2 :  future 

Ci:  fixed 

C2:  known,  learned,  settled 

/     Di:  whether 

Ei:  or 

Score  2 

Ai Bi Ci Di Ei 

Score  1 

Ai Bi C2 Di Ei 

Ai B2 Ci Di Ei 

Score  o 

Ai Bi Ci,  known D:  and,  although El 


LANGUAGE  SCALE   K 

1.  The  boy  will his  hand  if plays  with  fire. 

Score  2 

burn he 

Score  i 

injure,  hurt,  heat,  warm,  ruin,  dirty  . he 

Score  o 

use,  shake,  hold,  lose,  suck,  wash, he  | 

2.  Hot  weather  comes  in  the A and  B weather 

C the  winter. 

Ai:  summer 

A2 :  spring 

Bi :  cold,  snowy,  icy 

B2:  the,  bad,  rainy 

Ci:  in 

Score  2 

Ai  Bi Ci 

Ai  B:  cool C:  precedes 

Score  1 

Ai,  A2 B2 Ci 

A2 Bi  Ci,  brings 

Score  0 

Ai  Bi C:  comes 

3.  The  poor  little A has B nothing  to C ; 

he  is  hungry. 

Ai :     boy,  lad,  chap,  fellow,  child 

A2:     baby,  creature,  man,  beggar,  thing,  pig,  dog,  bird 
Bi:     had,  found,  absolutely 

B2:     got,  received,  almost,  really,  simply,  even,  probably 
B3:     no,  not,  hardly,  never,  entirely 
Ci:    eat 
Score  2 

Ai Bi Ci 

Score  1 

Ai  B2 Ci 

A2 Bi  Ci 

Ai  B:  eaten C:  day 

Ai,  A2 Ci 

Score  o 

A 1  Bi C:  do,  wear 

Ai B3 Ci 

4.  Very  few  people A how  to  spend  time  and B. to 

the  best  advantage. 

A 1 :  know,  learn 

A2:  find,  show 

Bi:  money,  energy,  effort 

B2:  thought,  study,  work,  think,  put  it 

B3:  go,  send,  try,  do 
3 


34  Key  for  Completion-Test  Language  Scales 

Score  2 

A  i  Bi 

Score  i 

Ai  B2 

A:  knows Bi 

Ai Bi 

Score  o 

A2 B:  work,  think 

Ai  B3 

5.  One   A not,   as   a   B ,    C attention 

D uninteresting  things. 

Ai :    can,  does,  will 
A2:     should 
Bi:    rule 

B2:     student,  teacher,  necessity,  reader,  practice 
Ci:     give,  pay 
C2:     attract,  call,  direct 
C3:     fix,  put,  hold 
Di:    to 
Score  2 

A 1  Bi,  fact ,....  Ci Di 

A2 Bi Ci Di 

Ai Bi C2 Di 

Ai  B:  child Ci Di 

Score  1 

Ai  Bi Ci,  C3 D:  on 

Ai B2 C:  place D:  in 

Ai B2 Ci Di 

A 1 B2 C:  maintain D:  with 

Ai B2 C:  hold D:  by 

A:  has Bi C:  much D:  for 

A2 B:  idiot,  practice Ci  Di 

Score  o 

Ai B:  spectator C:  keep Di 

A:  looks B:  tarter C:  giving Di 

6.  To  eat A one  is B is  a C pleasure. 

Ai:    when,  whenever 
A2:     till,  until 
A3:     what,  whatever 
Ci:     great,  real 
Score  2 

Ai  B:  hungry Ci 

A2 B:  satisfied Ci 

Score  1 

Ai  B:  well,  happy Ci 

A:  food,  what B:  fond  of Ci 

A2 B:  full,  stuffed Ci 

A:  heartily B:  told,  convinced Ci 

A:  what,  whatever, B:  forbidden,  given C:  doubtful,  Ci 

Score  o 

.    A:  delicious B:  sure Ci 

A:  when B:  enjoying C:  marked 


Scheme  for  Scoring  Sentences  35 

7 A they B us C not,nature's D 

are E and  unchangeable. 

Ai:     Whether 

Bi:     suit,  affect,  impress,  concern,  favor,  disturb 

B2:     convince,  effect 

Ci:     or 

Di:     laws,  ways  • 

Ei :     fixed 

E2:     true,  inflexible 
Score  2 

Ai Bi Ci Di Ei 

Score  1 

A 1 B2 Ci Di Ei 

A:  If Bi Ci Di Ei 

A 1 B:  influence Ci Di E2 

Score  o 

A:  Even B:  suit  Ci  D:  roads E:  sure 


LANGUAGE  SCALE   L 

1.  Children A are  rude B not  easily  win  friends. 

Ai:     who,  that 

Bi:     do,  can,  will 

B2:     may,  should,  must 

Score  2 

Ai  Bi 

Score  1 

Ai B2 

A:  which Bi 

Score  0 

A:  may  be B:  but 

2.  Plenty A exercise  and B air C healthy 

D and  girls. 


Ai: 

of 

A2: 

outdoor,  work,  study- 

Bi: 

fresh,  pure,  good 

B2: 

clear,  plenty  of 

Ci: 

makes 

Di: 

boys 

Score  2 

Ai  Bi  Ci Di 

Score  1 

Ai  Bi  C:  make Di 

Ai  B2 Ci  : Di 

A2 Bi  Ci  Di 

A 1  Bi C:  is D:  to  boys,  for  boys 

Score  0 

Ai  B:  healthy C:  give Di 

In  A to  maintain  B health,  one  should  have 

nourishing C 

A 1 :  order 

A2:  seeking,  trying,  helping,  traveling,  summer,  winter,  spring,  truth,  illness 

Bi:  one's,  his,  good 

B2:  our,  your 

Ci:  food,  foods 

Score  2 

Ai  Bi  Ci 

Score  1 

A2 Bi  Ci 

Ai  B2 Ci 

Score  0 

A:  life,  time Bi  Ci 


Scheme  for  Scoring  Sentences  37 

4 A happiness  can  not  be B with  money. 

Ai:     True,  Real,  Great,  Your,  Our,  His,  Her,  One's,  Children's 
A2:     Some,  Plenty,  No,  People's,  Often,  All,  Much 
Bi:     bought,  compared 
B2:     gotten,  secured,  obtained 
B3:     had,  won,  insured,  made 
Score  2 

Ai  Bi 

Score  1 

A2 Bi,  B2 

Ai,  Much,  Always,  Sometimes B2,  B3 

Score  o 

A:  Good B:  made 

A:  Your B:  counted 

A:  Their B:  repaid 

5.  One's A do B always  express  his  thoughts. 

Ai :     words,  statements,  lips 

A2:     expressions,  looks,  actions,  sayings,  features,  word 
A3 :     ways,  eyes,  opinions 
Bi:    not 
B2 :     nearly 
Score  2 

Ai Bi 

Score  1 

A2 Bi 

A:  words B:  almost 

A:  actions B2,  most 

Score  0 

A3 Bi 

A:  expressions B2 

6.  To A to  wait,  after  having B to  go C....J..., 

D very  annoying. 

Ai:  have 

Bi:  prepared,  planned,  decided,  promised,  arranged,  hurried 

B2:  wanted,  wished 

B3:  had 

Ci:  somewhere,  out,  away,  home 

Di:  is 

Score  2 

Ai Bi Ci Di 

Ai Bi C:  promptly Di 

Ai B:  asked Ci Di 

Score  2     \ 

A 1 B:  waited Ci Di 

A:  stop B:  attempted Ci Di 

Ai Bi,  B2,  B3 C:  is D:  sometimes,  often 

A 1 B:  lunch C:  swimming Di 

Ai B3 C:  quickly,  far,  away Di 

Score  0 

Ai  B:  preparing C:  there Di 

A 1 B3 C:  work Di 


38  Key  for  Completion-Test  Language  Scales 

7.  It  is  sometimes A to B between  two C 

of  action. 

Ai :     difficult,  hard 
A2 :     necessary 
Bi:     choose 

Ci:     lines,  modes,  courses 
C2:     kinds,  types 
Score  2 

Ai Bi  Ci 

A2 B:  hesitate _  Ci 

Score  1 

Ai,  A2 Bi,  distinguish C2 

A:  dangerous B:  go C:  men 

Score  o 

A:  safe B:  go C:  guns 

8.  One  can A do  his B at  one  C while 

D of  another. 

Ai:    not,  never 

Bi:    best,  duty 

Ci:     thing,  task,  job,  occupation,  study 

C2:     time  ' 

C3 :     place 

Di:     thinking 
Score  2 

Ai  Bi  Ci  Di 

Score  1 

Ai  Bi  C2,  C3 Di,  dreaming 

A:  often Bi  Ci,  C2,  C3 Di 

Score  o 

A:  also Bi  C2 D:  not 

Ai Bi  C2 D:  seeing 

A:  easily B:  work C2 D:  talking 


LANGUAGE  SCALE   M 

1.  One  can  not  foretell A will  happen  in  the B 

Ai:     what 

Bi:     future,  morning,  autumn,  winter,  night,  end,  spring,  summer 
B2:     city,  crowd,  present,  family,  house,  month,  year,  morrow,  day,  world 
B3:     time,  past,  today 
Score  2 

Ai  Bi 

Score  1 

Ai  B2 

A:  things  that Bi 

Score  o 

Ai  B3 

A:  that Bi 

2.  The  dog A a  useful B because C his 

intelligence  and  faithfulness. 
Ai:    is 

Bi:     animal,  creature,  friend,  pet,  beast,  companion 
B2:     fellow,  thing,  being,  dog 
Ci:    of 
Score  2 

Ai  Bi  Ci 

Score  1 

Ai  B2 Ci 

A:  becomes Bi  Ci 

Ai  Bi C:  he  has 

Score  o 

Ai Bi  C:  by 

A:  has B:  manner Ci 

3.  Many  people A their  health  because B do  not 

C the D of  hygiene. 

"    Ai:    lose,  injure,  ruin,  undermine,  destroy 

A2:     wreck,  mar,  haven't,  spoil,  waste 

Bi:    they 

Ci:    observe,  heed,  understand,  know,  practice,  follow,  keep 

Di :     principles,  laws,  rules 

D2:     need,  good,  value,  meaning 

D3:    science,  subjects,  books,  lessons,  study,  rules,  subject 
Score  2 

Ai Bi Ci Di 

A:  keep Bi C:  neglect Di 

A 1 Bi C:  know D2 

Score  1 

A2 Bi Ci Di 

Ai Bi C:  study D3 

A:  have Bi C:  disregard D3 


4°  Key  for  Completion-Test  Language  Scales 

Score  o 

A:  protect Bi  C:  want D:  disease 

A:  lose Bi  C:  acquire D:  value 

A:  have Bi  C:  follow Di,  ethics 


Nothing  can  A one's  happiness  B effectively 

than  a  guilty C 

Ai:  destroy,  injure,  mar,  lessen,  decrease,  ruin,  spoil 

A2:  harm,  hurt,  hinder,  dampen,  effect,  darken 

A3:  stunt,  hinder 

B 1 :  more 

Ci:  conscience 

0.2 :  man,  person 

Score  2 

A 1 Bi Ci 

Score  1 

A2 Bi Ci 

Score  o 

A3 Bi C2 

To A many  things B ever  finishing  any  of  them 

C a D habit. 

Ai :     begin,  undertake,  attempt,  leave,  commence,  start,  try,  plan 

A2:     take,  have,  do,  make,  say,  stop,  think,  get,  avoid 

Bi:     without 

B2:     hardly,  never,  n 

B3:     before,  not 

Ci:     is,  becomes 

C2:     forms,  seems,  starts 

Di:    bad 

D2 :    deplorable,  pernicious,  tenacious,  strange 

Score  2 

A 1 Bi Ci Di 

Score  1 

A2 Bi Ci Di 


Ai B2,  B3 Ci Di 

Ai Bi Ci D2 

Ai Bi C2 Di 


Score  0 

A2 B3 Ci Di 

A2 Bi C2 Di 

A:  do D:  when Ci  Di» 

Ai  :  B:  and Ci  Di 

The A seems B and  dreary C a  dis- 
couraged   D 

A 1 :  world,  day 

A2:  way,  time,  road 

A3:  teacher,  man,  boy 

Bi:  dull,  dark,  sad 

B2:  long 

Ci:  to 

Di :  man,  woman,  person,  child,  boy,  girl 


Scheme  for  Scoring  Sentences  41 

Score  2 

Ai  Bi  Ci  Di 

A2 B2 Ci  D:  traveler 

Score  1 

A2 B2 Ci  Di,  voyager 

A3 B:  sad C:  and,  over Di,  mortal 

A:  man B:  tired C:  after D:  attempt 

Ai  Bi  C:  when Di 

Ai Bi  C:  for Di 

Ai Bi  C:  giving D:  feeling 

Score  o 

A 1  B:  long C:  although Di 

7 A that  are  B to  one  by  an C friend 

should  be  pardoned  D readily  than  injuries  done  by 

one E is  not  angry. 

Ai:     Injuries 

A2 :     Insults,  Harms,  Wrongs,  Slights,  Offences,  Things, 

B 1 :    done 

B2:     given,  rendered 

Ci:     angry,  angered,  irate,  enraged 

C2:     irritated,  incensed,  old,  another,  injured,  intimate,  other,  honest,  inno- 
cent, ordinary,  unkind 

Di:    more 

Ei:    who,  that 
Score  2 

Ai Bi Ci Di Ei 

Score  1 

Ai  Bi Ci Di  E:  which 

Ai  B2 Ci Di Ei 

Ai  Bi  Ci D:  less Ei 

Ai  Bi C2 Di Ei 

A2 Bi Ci Di  Ei 

A:  words B:  spoken C:  irritated Di El 

Score  o 

A:  Things Bi  C:  unknown Di  Ei 

A 1  Bi  Ci D:  very Ei 

8.  It  is A that  a  full-grown  man  should B a  ghost 

C he  is D 

Ai:  inconceivable,  improbable,  impossible,  unbelievable 

A2:  strange,  absurd 

B 1 :  see 

B2:  fear 

Ci:  while,  when,  if 

C2:  unless,  except 

Di :  sane,  sober,  awake 

D2:  insane,  drunk 

D3 :  dead 
Score  2 


Ai 

Bi 

Ci 

Di 

A 1 

Bi 

C2 

D2 

A2 

B2 

Ci 

Di 

42  Key  for  Completion-Test  Language  Scales 

Score  i 

A:  best B:  show C:  that D:  unafraid 

A:  said B2 C:  if D:  wise 

A:  foolish B2 C:  since D:  grown 

A2 Bi Ci Di 

A:  unwise B:  become C:  before,  until  ...   .      D3 

Ai B:  be Ci D3 

Ai  B:  believe C:  story D:  reading 

Score  o 

A2 B:  know C:  when D:  alone 


OTHER  SENTENCES   USED   IN   ORIGINAL   STUDY 

1.  I  see man  and  the  boy. 

Score  2 

the 
Score  I 

a,  some,  that,  one,  our,  your,  my,  both  the,  the  big 
Score  o 

big,  bad 

2.  Here  is  a  man  who do  it. 

Score  2 

can,  could,  couldn't,  can't,  will,  would,  wouldn't,  won't,  may,  cannot 

might,  should,  shouldn't,  does,  must,  doesn't 
Score  I 

did,  shall,  does  not,  likes  to,  ought  to,  saw  him,  dared  to 
Score  o 

dared,  never,  always,  will  try  to 

3.^Boys  must A be  rude  to B mothers. 

Ai :     not,  never 
A2:     seldom,  always 
Bi :     good,  dear,  any,  our,  your,  the 
B2:     their 
Score  2 

Ai B2 

Score  1 

Ai  Bi 

Score  0 

Ai  B:  his,  her 

A2 B2 

4.  The  stars A brightly  at B„ 


Ai:     shine,  shone,  gleam,  twinkle 

A2 :     shines,  appear,  look,  show,  sparkle,  come  out,  were  shining 
Bi:     night 

B2:     midnight,  evening,  seven,  last,  us,  me,  you,  him,  home,  7:30,  8  o'clock 
B3 :     the  sky,  the  town,  city 
Score  2 

Ai Bi 

Score  1 

Ai  B2 

A2 Bi 

Score  o 

A:  shining,  are Bi 

Ai B3 


44  Key  for  Completion-Test  Language  Scales 

5.  The  wind the  dust  into  our  eyes. 

Score  2 

blows,  blew,  blowed,  sweeps,  swept 
Score  1 

throws,  carried,  gets,  sends,  chases,  carries,  raises,  brings,  puts,  threw, 

got,  brought,  sent,  chased,  raised,  will  blow,  put,  is  blowing 
Score  0 

draws,  makes,  has,  flew 

6.  The  little A and  his  dog B running  a  race. 

A 1 :     boy,  fellow,  lad 
A2:     child,  master,  man 
Bi:     are,  were,  began 

B2:     came,  went,  kept,  try,  play,  like,  won,  was,  is 
Score  2 

Ai Bi 

Score  1 

Ai  B2 

A2 Bi,  B2 

Score  o 

A:  girl Bi 

A:  cat Bi 

A 1  had 

7.  Boys  who  play    A B mud    get    their    hands 

C 

Ai:     in 
Bi:     the 

B2:     wet,  dirty,  soft,  black,  any,  with,  near 
Ci:     dirty,  soiled,  muddy 
C2:     black,  wet,  sticky,  filthy,  nasty 
Score  2 

A 1 Bi Ci 

Score  1 

Ai Bi C2 

Ai,  around B2 Ci 

A:  marbles,  games,  ball B:  in,  with Ci 

A:  with  dirt,  in  dirt B:  and Ci 

A:  at B:  moulding Ci 

Score  o 

Ai,  with B2 C:  dusty 

A:  ,  much B:  in Ci 

8.  If  a  person  injures  one  by A ,  without  having  intended 

any B ,  one  should C D insulted. 

Ai:     accident,  chance,  carelessness,  thoughtlessness 

A2:  mistake,  words,  remarks,  talking,  gossip,  fooling,  unthoughtfulness, 
mishap,  talk,  speaking,  fun,  ignorance,  anything,  word,  speech,  some- 
thing, haughtiness,  shoving,  pushing,  hitting,  joking,  jokes 

A3:     slander,  insulting,  snubbing,  shooting,  slapping 

Bi:     injury,  offence,  harm,  disrespect,  insult,  affront 


Scheme  for  Scoring  Sentences 


45 


B2:  wrong,  thing,  unkindness,  hurt,  mischief,  malice,  mishap,  trouble 

Ci :  not,  never 

Di:  be,  feel,  become 

D2:  act,  get 


Score  2 
Ai 


Bi 


Ci 


Di 


Score  1 

A2 Bi  Ci Di 

A 1 Bi  Ci  _  D2 

A:  accident B:  accident 

Ai B2 Ci  Di 


Ci 


Di 


Score  0 

A3 


Bi 


Ci 


Di 


9.  A^shelter A the  weather  is  B appreciated  on  a 

C day. 


Ai 
A2 
Bi 

n 

B2: 

b3: 

B4 
Ci 
C2 
C4 
C5 


from 

in,  to,  for,  of 

greatly,  thoroughly,  fully,  heartily,  duly,  certainly,  usually,  highly, 

always,  generally,  truly,  indeed,  much,  keenly 
rarely,  not,  seldom 
only,  surely,  best,  well,  sincerely,  most,  fairly,  quite,  kindly,  more, 

better,  often,  to  be,  deeply 
very,  good,  glad,  not 

stormy,  rainy,  snowy,  wintry,  cold,  bad,  hot 
pleasant,  beautiful,  bright 
damp,  summer,  wet,  warm 
pretty,  summer,  sunny,  warm,  good,  clear,  nice,  fine 


Score  2 
Ai 
Ai 


Bi 
B2 


Ci 
C2 


Score  1 

Ai  B3 Ci 

Ai  Bi  C4 

A:  against Bi  Ci 

Ai  B:  not C5 

Score  0 

Ai  B4 Ci 

A2 Bi  Ci 

10.  A  home  is A merely  a  place B. 

live  comfortably. 


one 


Ai 

A2 

A3 
Bi 
B2 

B3 
Ci 
C2 


not,  often,  sometimes 

generally,  usually,  just,  now,  really,  now  never 

but,  only,  always 

where 

in  which,  that 

for 

may,  can 

will,  would,  should 


Score  2 
Ai 


Bi 


Ci 


46  Key  for  Completion-Test  Language  Scales 

Score  i 

Ai B2 Ci,  C2 

A2 Bi Ci 

Ai,  A2 B:  for C:  to 

Ai B:  so Ci 

Score  o 

Ai  Bi  C:  does 

Ai B3 C:  who 

A3 Bi Ci 

11 A are  times  in  the B of  almost C of 

us  when  we D for  a  long  life. 

A 1 :  There 

Bi:  experience,  life,  history,  career 

B2 :  lives 

B3:  youth,  age,  existence,  days,  past,  midst,  world,  minds,  hearts 

Ci:  everyone 

C2:  any, anyone 

C3:  all 

Di :  wish,  hope,  plan,  long,  yearn 

D2:  seek,  ask,  pine,  pray,  look,  prepare,  fight,  strive,  suffer 

D3:  want,  live,  die 

Score  2 

Ai Bi Ci Di 

Ai B2 C3 Di 

Score  1 

Ai  Bi  C2 Di 

Ai  B2 C3 D2 

Ai Bi,  B3 C3 Di 

Ai B3 Ci Di 

Score  o 

Ai Bi Ci D3 

Ai  Bi  C:  every Di 

Ai  B:  midst,  heart,  world C3 D:  are 

12.  Children  should A that  after  all  nobody  is B to 

care  much  more C their  success  than  D 

E parents. 

Ai:     learn,  know,  realize,  see,  understand,  remember,  note,  recognize,  feel 

A2 :     appreciate,  consider,  find,  think,  believe 

A3:     say,  insist 

Bi:     likely,  apt,  supposed,  able,  inclined,  wont,  disposed,  going,  willing, 

expected 
B2:     liable,  sure,  ever,  made,  ready,  bound,  known,  here,  trying,  there,  about, 

anxious,  obligated,  needed 
Ci:     concerning,  about,  for 
Di:     their 
Ei:     own 
E2:     dear,  loving,  fond,  kind,  two,  good,  devoted 

Score  2 

A 1 Bi Ci Di Ei 


Scheme  for  Scoring  Sentences 


47 


Score  i 
Ai 
Ai 

A2 

Ai 

Score  o 

A3 
Ai 


Bi 
Bi 
Bi 

B2 


.Ci  Di E2 

.  Ci  D:  do,  will,  both,  are. 

.  Ci Di  Ei 

.  Ci Di Ei 


E:  their 


Bi Ci Di Ei 

B:  absolutely Ci  Di  Ei 


B. 


often  in  his C. 


13.  One's  real A appears 

than  in  his  speech. 

Ai:     self,  character,  nature,  intention,  desire,  ambition,  attitude,  spirit, feel- 
ing, worth,  disposition,  patriotism,  happiness,  motive 
A2:     ability,  power,  thought,  meaning. 

A3:    sense,  life,  manner,  tact,  training,  breeding,  education,  object,  soul, 
traits,  effort,  dignity 
customs,  minds,  brains,  friend,  idea 
more 

actions,  deeds,  conduct,  habits,  manner,  behavior 
appearance,  face,  expression,  tone,  manners,  acts,  letters,  eyes,  looks, 
silence,  ways,  thoughts,  habits 
writing,  letters,  work 
mind,  nature,  dream,  dress,  heart,  doings,  character 

Score  2 

A 1 Bi Ci 

Score  1 

Ai 

A2 

A3 

Score  o 

A4 
Ai 
Ai 


A4 
Bi 
Ci 
C2 

C3: 
C4: 


Bi 
Bi 
Bi 

Bi 
Bi 


C2 

C3 
Ci 


Ci 
C4 


B:  most C: 


A:  thought Bl C:  character 


.B and  body. 


14.  Sleep A both 

Ai :  refreshes,  aids,  helps,  strengthens  improves 

A2:  rests,  stimulates,  rebuilds 

Bi:  mind 

B2:  heart,  brains,  brain,  eyes,  health 

B3:  health,  mind,  strength 

B4:  legs,  muscles 

Score  2 

Ai Bi 

Score  1 

Ai,  A2 B2 

A:  makes B3 

A:  builds B:  mind 

Score  0 

A :  rests B4 


48 


Key  for  Completion-Test  Language.  Scales 


-B getting  C. 


15.  It  is  hard A keep 

•  rainy  day. 

Ai:     to 
Bi:     from 

Ci:     wet,  damp,  cross,  gloomy,  drowsy 
C2:     tired,  angry,  sulky,  dirty,  sick,  out,  dull,  lazy,  fretful 
C3:     work,  umbrellas,  cold,  wet 
Score  2 


on  a 


Ai  .... 

....  Bi Ci 

Score  1 

A  1  .... 

....  Bi C2 

Ai  .... 

....  B :  busy C :  ready 

Ai  .... 

....  B:  dry C:  out 

Ai  .... 

....  B:  not Ci 

Ai  .... 

....  B:  on C3 

Score  0 

Ai  .... 

....  Bi C:  asleep,  home 

Ai  .... 

....  B:  dry C:  shelter 

16 A 

.  and  rain B plants C 

Ai :     Sunshine,  Sun         » 

A2:     Heat,  Fertilizer,  Sun 

A3 :     Water, 

Light 

A4:     Snow 

Bi:     make 

B2:     help,  refresh 

Ci:     grow,  thrive 

C2:     nourishment,  growth 

C3 :     grow 

Score  2 

Ai  .... 

...  Bi  Ci 

Ai  .... 

...  B2 C:  greatly 

Score  1 

A2 

...  B:  give C2 

Ai  

...  B:  help C:  along 

Ai  

...  B:  our C:  need 

Ai  

...  B:  makes Ci 

A:  Aii 

B:  do C:  good 

Ai  

...  Bi  C:  healthy 

Ai  

...  B:  the C:  get 

A3 

...  B:  helps C3 

Ai 

...  B:  keep C:  growing 

A4 

...  B:  gives C:  food 

A4,  Hail Bi  C3 

Score  0 

A:  Ground B:  kill C:  growing 

17.  The  boy  has book. 

Score  2 

a,  the, 

his,  her,  my,  their 

Score  1 

a  good 

,  a  big,  a  school,  a  nice,  an,  some 

Score  0 

pretty, 

red,  heavy 

Scheme  for  Scoring  Sentences  49 

18.  A  reasonable A of  sleep  and  rest  is B in  order 

to C a  high D of  efficiency. 

A 1 :  amount 

Bi:  necessary,  imperative,  essential,  desirable 

Ci :  maintain,  attain,  achieve,  reach 

C2:  have,  hold,  keep 

C3:  have,  gain,  secure 

C4:  make,  keep,  hold 

Di:  degree 

D2:  standing,  amount,  quality 

Score  2 

Ai  Bi  Ci  Di 

Ai  Bi  C2 D:  standard 

Score  1 

Ai  B:  desirable C:  give Di 

Ai  B:  best Ci Di 

Ai Bi  C3 D2 

Ai  Bi  C4  ........  D:  grade,  state 

Ai  Bi C2 D:  position 

Score  o 

A 1  B:  best C:  do D:  piece 

19.  The  A is   always   shining,    B storm-clouds 

sometimes C it D us. 

Ai:  sun 

Bi:  but,  although 

B2:  the 

Ci:  hide,  obscure 

C2:  shield,  bar,  separate,  cover,  darken 

Di:  from 

Score  2 

A 1  Bi Ci Di 

Score  1 

Ai B2 Ci Di 

Ai  B2 C:  reveal D:  to 

Ai Bi  C2 Di 

Ai Bi  C:  cover D:  and 

Score  o 

Ai  B:  and Ci D:  to 

20.  When  one  A angry  he  should  B forth  an         2-*  "" 

effort C D his  actions. 

Ai:  is 

Bi:  put 

B2:  bring 

Ci:  to 

Di:  control,  restrain,  check,  curb 

D2:  subdue,  overcome,  crush,  calm,  change,  cure,  conquer,  push,  prevent, 
guard,  hide,  stop,  consider,  conceal 

Score  2 

Ai Bi Ci Di 


50 


Key  for  Completion-Test  Language  Scales 


Score  I 

Ai  Bi  Ci D2 

Ai  B2,  take,  set Ci  Di 

Ai  B2 Ci  D:  overcome,  subdue 

Score  o 

Ai  B:  set Ci  D:  maintain 

Ai  B2 Ci  D:  conceal 

Ai  B:  try C:  and D:  stop 

21.  Sympathetic A are B to'dumb 

Ai:     people,  boys,  men,  girls,  women,  persons,  children 
Bi:     kind,  good 
Ci:     animals 
C2 :     persons 
C3:     people 

Score  2 

A 1 Bi Ci,  C2 

Score  1 

A 1  Bi  C:  ones,  friends 

A:  pats B:  pleasant Ci 

A:  characters,  friends Bi  Ci,  C2 

A:  signs B:  best  j C2 

A:  persons B:  sympathetic Ci,  C2 

A:  words B:  kind,  nothing Ci 

A:  feelings,  hearts B:  shown Ci,  C2 

Score  o 

A:  things,  actions Bi  Ci,  C2 

A:  people B:  often Ci 

A:  children B:  not C:  to  learn 

A:  forms B:  used C3 

A:  always B:  good C3 


.C. 


22.  A  boy A. 


run 


.B. 


than  a C. 


Ai 
A2 
A3 
Bi 
B2 

B3 
Ci 
C2 


can,  will,  may 

could,  should 

can 

further,  better,  faster 

quicker,  sooner,  more,  swifter 

rather,  sooner,  oftener 

baby,  girl 

mile 


Score  2 

Ai Bi 

Score  I 
A3 


Ci 


B:  more C2 

A:  cannot B:  faster C:  horse 

A:  likes  to B:  better,  more C:  girl,  man 

A2 Bi Ci 

A:  should,  has,  can't B:  more C2 

Ai,  A2 B2 Ci 

A3 B:  faster C:  snail,  cat,  rat,  dog 

A:  always B:  faster Ci 

A3,  will,  should Bi  C:  man 

Ai,  A2,  will B3 Ci 


Scheme  for  Scoring  Sentences  51 

Score  0 

A3 B:  fast C:  man 

A:  took B:  and C:  jump 

A:  who B:  more C2 

23.  A  A drink  is  very  refreshing  to  a  B who  is 

C 

A 1 :     cold,  cool,  good,  fresh 

A2 :     healthy,  soft,  common,  little,  fine,  water,  soda,  5  cent,  clean 
Bi :     person,  laborer,  man,  runner,  woman,  girl,  child,  tramp,  boy,  workman 
Cl :     thirsty,  hot,  ill,  tired,  working,  sick,  traveling,  exhausted,  warm 
C2 :     healthy,  well,  here,  running 
Score  2 

Ai  Bi Ci 

Score  1 

A2 Bi Ci 

Ai  B:  man,  girl,  boy C2 

Ai B:  dog Ci 

A:  little,  small B:  boy Ci 

Ai  Bi  C:  dry 

Score  o 

A:  fine B:  man C:  good 

24.  A  joke A one's  self  is  seldom  thoroughly B 

Ai :     on,  upon,  about 
Bi:     appreciated,  enjoyed 

B2:     pleasant,  told,  seen,  played,  known,  reasonable,  good,  funny,  explained, 
expressed,  kept,  liked 
Score  2 

Ai Bi 

Score  1 

A 1  B2 

A:  to,  with B:  funny 

A:  by B:  amusing 

Score  o 

A:  about B:  queer 

A:  in,  of B:  finished 

A:  with,  in B:  true,  good 

25.  One  feels A inclined  to  work B it  is C. 

Ai :    little,  less 
A2:     much 
Bi :     when,  if 
Ci:     hot,  warm 
C2:     hard 
Score  2 

Ai Bi Ci 

A2,  more Bi C:  cold,  cool 

Score  1 

Ai  B:  after C:  dark 

Ai  Bi  C:  winter,  nice 

A:  dis,  not,  seldom,  himself Bi,  while C:  hot 

A:  very B2 cold,  interesting 


52 


Key  for  Completion-Test  Language  Scales 


A:  seldom,  really,  rather Bi  C:  necessary 

A:  himself,  A2 Bi  C:  time,  important 

A:  well Bi  C:  easy,  interesting 

A:  often Bi  C:  raining 

A:  not B:  for C2 

A2 B:  though C2 

Score  0 

A:  so,  too,  very,  almost,  it Bi  C:  hot,  day 


26.  Brothers A sisters  should  always  B to  help 

C other. 

Ai :     and 

Bi:     try,  offer,  strive,  aim,  endeavor,  learn,  seek,  consent,  want,  attempt, 
wish,  like,  agree 


B2 
Ci 

C2 


have,  go,  hurry,  stay,  love,  work,  be  ready,  come 

each 

one,  an,  the,  some,  one  an 

Score  2 
Ai  ... 


Bi 


Ci 


Score  1 
Ai 
Ai 
Ai 

Score  0 
Ai 
Ai 
Ai 


B2 Ci 

Bi C2 

B:  ask Ci 


Bi  C:  out,  along 

B:  go C:  the 

B:  glad Ci 


27.  Birds  have A which  enable  them  to B :.  through 

the C 


Ai 
Bi 
B2 
Ci 


wings 
fly 


go 

air,  woods,  streets,  sky,  clouds,  country,  meadows 


Score  2 
Ai 


Bi 


Ci 


Score  I 

Ai B2 Ci,  wind,  world 

A:  food B:  eat C:  winter 

A:  wing,  foods Bi  Ci 

A:  nests B:  sleep,  rest C:  night 

A:  beaks B:  pick C:  summer 

A:  feathers Bi Ci 

A:  power Bi  Ci 

A:  feathers B:  live C:  winter,  cold 

Ai Bi C:  place 

Score  0 

A:  instincts,  trees B:  live C:  year 

A:  that B2 C:  air 

A:  incense  ..„ B:  wander C:  world 

A:  homes Bi  C:  winter 


Scheme  for  Scoring  Sentences  53 

28 A the  weather  is B one  should  wear  heavier 

C than  when  it  is D 

Ai:     When,  If 
Bi:     cold,  cool 

Ci:     clothing,  clothes,  garments,  cloaks,  coats,  wraps,  underwear 
Di:     hot,  warm 
Score  2 

A 1  Bi  Ci  Di 

Score  1 

A I  Bi  Ci  D:  warmer,  good,  nice 

Ai  B:  stormy Ci  D:  nice,  hot 

A:  cold B:  when Ci  Di 

Ai  B:  winter Ci  D:  summer 

Ai  B:  bad Ci  Di 

A:  Although Bi  Ci  Di 

A:  As,  Now Bi  C:  clothes Di 

Score  o 

A:  How B:  no Ci  D:  cold 

A:  Like B:  today Ci Di 

A:  Tho B:  warm Ci  Di 

A:  Here,  Sometimes Bi Ci  Di 

29.  One  cannot  A his  B thoroughly  C 

he  has  good  teeth. 

Ai:     chew,  masticate 
A2 :    eat 
Bi:    food 
Ci:    unless 
C2 :     until 
Score  2 

Ai Bi Ci,  C2 

Score  x 

A:  grind,  bite,  eat Bi,  meals,  supper Ci,  C2 

A:  do B:  work Ci,  C2 

A:  have B:  health Ci 

A:  spoil B:  looks C:  when,  if 

Ai Bi C:  without 

A:  maintain B:  health Ci 

Score  0 

A2,  chew Bi C:  when,  if,  because,  though 

A:  clean B:  teeth C:  when 

A:  keep B:  teeth C:  clean,  Ci 

A:  have B:  way C2 


ALPHA  7  AND  BETA  33 

(See  pages  60-62) 


(Sentences  Alpha  7  and  Beta  33  were  used  by  Trabue  in  his  "Preliminary 
List"  of  fifty-six  sentences,  but  were  discarded  with  several  others  from  the 
same  list  because  they  seemed  to  present  very  unusual  difficulties.  Since 
Professor  Kelley  has  included  these  two  in  his  exercises  for  testing  individuals, 
their  scoring  is  included  here.) 

Alpha  7.     During  the  A weather  the  boys  play  in  the 

shade. 

Score  2 

A:  hot,  warm,  sunny 
Score  1 

A:  bright,  summer,  pleasant,  nice,  dry 
Score  o 

A:  wet,  rainy,  bad 

Beta  33.     Doesn't  it A strange  that B people 

should  show  so  much  1; C and  D so E 

excitement  when  a  sudden  loud  ~~ ... . F is  heard? 

A 1 :    seem 

Bi:     some,  many 

Ci :    fear,  alarm 

C2 :    excitement,  fear,  alarm 

Di:    cause,  make,  exhibit 

D2:    others,  some 

D3:     yet 

Ei :    much 

E2 :    little 

Ft!    noise 

Score  2 

Ai Bi  Ci Di Ei Fi 

Ai Bi C2 D2 E2 Fi 

Ai Bi Ci D3 E2 Fi 

Score  1 

Ai B:  the,  good,  nice,  all Ci Di Ei Fi 

Ai Bi Ci D2 E:  extreme,  great Fi 

Ai Bi C:  trembling Di Ei Fi 

Score  o 

Ai B:  all Ci D2 E2 Fi 


Calculation  of  Median  Score  in  Language  Scales  55 

3.    Calculation  of  Median  Score  in  Language  Scales 

Each  child  who  spends  the  allotted  amount  of  time  in  an  at- 
tempt to  complete  the  sentences  of  any  of  the  language  scales 
should  be  given  as  a  total  score  the  sum  of  the  number  of  points 
made  upon  the  individual  sentences  contained  in  the  scale.  For 
example,  the  child  who  completes  perfectly  the  first  three 
sentences  of  Scale  B,  and  almost  perfectly  the  fourth  sentence  in 
this  scale,  should  be  given  a  total  score  of  seven  points  on  Scale 
B  (2+2+2  +  1  =  7).  Such  a  score  on  one  seven-minute  scale 
should  not  under  any  circumstances  be  used  as  a  measure  of  the 
ability  of  the  pupil.  At  least  three  such  short  scales  should  be 
used  if  one  wishes  to  determine  the  ability  of  an  individual  pupil. 

To  find  the  ability  of  the  class  on  any  language  scale,  it  will  be 
necessary  to  take  into  consideration  the  total  score  made  by  each 
child  in  the  class  on  that  scale.  '  A  distribution  should  therefore 
be  prepared  showing  the  scores  made  by  the  members  of  the 
class.  This  distribution  should  indicate  the  number  of  pupils 
in  the  class  who  make  a  score  of  zero,  the  number  making  a  score 
of  one,  the  number  making  a  score  of  two,  the  number  making  a 
score  of  three,  and  so  on  for  each  step  up  to  twenty,  the  highest 
possible  score  in  Scales  B  to  F.  As  examples  of  this  sort  of  dis- 
tribution, we  may  take  the  following: 


Number  of  Times  Each  Score  was  Made  in  Language  Scale  C 


Score    0  1  2  3  4  5  6  7  8  9  10  11  12  13  14  15  16  17  18  19  20 


Total 


Group  X        ..3584322.1 

Group  Y        ....1.235643212.... 
Group  Z         22354.6342 


28 
29 
32 


There  are  28  individuals  in  Group  X,  29  individuals  in  Group 
Y,  and  32  individuals  in  Group  Z.  The  only  adequate  compari- 
son of  these  three  groups  is  such  a  table  as  that  shown  above,  or 
a  surface  of  distribution  representing  the  same  facts.  The 
average  score,  or  even  the  median  score,  is  in  itself  inadequate  as 
a  measure  of  the  group,  although  it  is  usually  desirable  to  cal- 


56  Key  for  Completion-Test  Language  Scales 

culate  the  median  as  an  indication  of  the  central  tendency  of  the 
group's  ability. 

The  median  point  of  any  distribution  is  that  point  on  the  scale 
which  divides  the  distribution  into  two  exactly  equal  parts. 
When  the  scales  are  very  crude,  and  measurements  of  small 
numbers  of  individuals  are  being  considered,  it  is  not  worth  while 
to  locate  the  median  point  any  more  accurately  than  by  indi- 
cating upon  what  step  of  the  scale  it  falls.  In  the  case  of  carefully 
derived  scales,  however,  it  is  often  desirable,  especially  where  the 
group  to  be  measured  is  reasonably  large,  to  locate  the  exact 
point  within  the  step  on  which  the  median  falls.  This  median 
point  in  the  case  of  the  scales  here  presented  may  well  be  cal- 
culated to  the  tenth  of  a  unit. 

Since  there  are  28  individuals  in  Group  X  of  the  distributions 
shown  above,  the  median  point  will  evidently  fall  between  the 
fourteenth  and  the  fifteenth  individuals.  If  we  begin  with  the 
three  individuals  making  a  score  of  2,  and  count  up  through  the 
five  individuals  making  a  score  of  3,  we  should  have  to  count  out 
six  of  the  eight  individuals  making  a  score  of  4  in  order  to  arrive 
at  the  point  upon  each  side  of  which  an  equal  number  (14)  of 
papers  were  scored. 

It  now  becomes  necessary  to  define  the  fourth  step.  Some  of 
those  scored  four  may  have  been  worth  just  barely  4  points, 
while  others  of  this  group  may  have  been  worth  almost  5  points. 
It  is  impossible,  of  course,  to  know  at  just  what  points  between 
these  two  extremes  each  of  the  eight  individuals  was  located. 
The  best  single  assumption  to  make,  and  the  one  which  should 
always  be  made,  is  that  those  individuals  scoring  upon  any  single 
step  of  a  scale  are  distributed  along  the  step  at  equal  distances 
from  each  other.  We  may  therefore  assume  that  the  eight  indi- 
viduals scored  upon  step  4  range  from  4.0  to  4.999  and  lie  at 
equal  distances  from  each  other  along  this  range. 

If  we  count  out  six,  therefore,  of  the  eight  individuals  who 
scored  on  step  4,  we  shall  arrive  at  a  point  which  is  approximately 
4.7.     4.7  is  therefore  the  median  point  of  Group  X. 

Similarly  there  are  29  individuals  in  Group  Y.  The  middle 
case  is  the  fifteenth  individual  who  is  the  fourth  of  the  six  scored 
on  step  9.  This  individual  has  fourteen  persons  scored  above 
him  in  ability  and  fourteen  persons  scored  below  him  in  ability. 


Standard  Scores  on  Language  Scales  57 

The  median  point,  therefore,  will  lie  at  the  middle  of  that  fraction 
of  the  step  assigned  to  him.  In  order  to  reach  this  point  it  will 
be  necessary  to  count  out  three  and  a  half  of  the  six  individuals 
scored  on  step  9,  which  brings  us  to  9.6,  the  median  of  Group  Y. 

Group  Z  presents  a  peculiar  problem  in  the  calculation  of  its 
median.  There  are  16  individuals  above  score  14,  and  16  indi- 
viduals below  score  14.  Probably  the  wisest  assumption  to  make 
is  that  the  four  individuals  scored  on  13  take  up  all  of  the  thir- 
teenth step  and  that  the  six  individuals  scored  upon  15  take  up 
all  of  that  step.  If  this  is  assumed,  the  median  falls  upon  step 
14,  probably  at  14.5,  since  any  given  distance  on  a  scale  is 
best  represented  by  its  middle  point. 

The  25  percentile  and  the  75  percentile  are  to  be  found  in  a 
manner  similar  to  that  for  rinding  the  median,  counting  into  the 
distribution  one-fourth  of  the  total  number  of  cases  for  the  first, 
and  three-fourths  of  the  total  number  of  cases  for  the  second. 


4.  Standard  Scores  on  Language  Scales 

In  order  to  stimulate  comparisons  between  groups  of  school 
children,  certain  tentative  standard  scores  were  estimated  and 
included  in  the  original  monograph  dealing  with  the  completion- 
test  language  scales.  The  statement  was  made  at  the  time  that 
the  "estimates  are  more  likely  to  be  too  low  than  to  be  too  high," 
and  experience  has  shown  that  the  estimates  were  distinctly  too 
low.  On  the  basis  of  extensive  trials  in  their  present  form,  it  is 
now  possible  to  furnish  a  useful  set  of  standards  for  Scales  B, 
C,  D,  and  E.  Scores  on  Language  Scale  F  will  be  about  1  point 
less  than  scores  on  Scales  B  to  E,  and  in  the  higher  grades  pos- 
sibly 2  points  less.  Scale  F  is  intended  as  a  substitute  for 
Scales  B  to  E,  but  to  be  used  only  after  the  previous  four 
have  been  employed. 

The  median  B,  C,  D,  or  E  score  of  any  school  grade,  in  which 
the  pupils  are  from  white,  middle-class,  English-speaking  homes, 
and  in  which  the  English  language  has  been  well  taught  and  care- 
fully used,  should,  at  the  middle  of  the  term  (where  the  semi- 
annual promotion  scheme  is  used),  or  at  the  middle  of  the  year 
(where  promotions  are  made  annually) ,  be  approximately  as  given 
in  the  table  on  page  58. 


58 


Key  for  Completion-Test  Language  Scales 


School 

Semester  or 

B,  C,  D,  or  E 

Grade 

Half  Grade 

Median  Score 

[  Low  2nd 

r  3.8 

Second 

[  High  2nd 

4,8 

I    5-8 

Third 

f  Low  3rd 

f    7-4 
8.0 

1  High  3rd 

{    8.6 

Fourth 

C  Low  4th 

f    96 
10.  o< 

[  High  4th 

[  10.4 

Fifth 

f  Low  5th 

rn.i 

11-41 

i  High  5th 

[  n. 6 

f  Low  6th 

f  12.2 

Sixth 

12-41 

[  High  6th 

[  12.6 

Seventh 

f  Low  7th 

f  13- 1 
13-4 

1  High  7th 

I  13-6 

C  Low  8th 

r  14. 1 

Eighth 

{  High  8th 

14-4 

14.6 

The  total  range  of  scores  in  any  given  class  should  usually  not 
be  more  than  12  points,  and  the  middle  fifty  per  cent  of  the  scores 
in  any  school  grade  should  fall  within  a  range  of  2  points  above 
and  2  points  below  the  median.  Greater  variability  within  a 
class  or  grade  is  certain  to  result  in  very  unequal  degrees  of 
understanding  of  the  subject  matter  taught  in  the  class.  Ex- 
treme variability  of  scores  within  a  grade  is  evidence  of  careless  or 
inaccurate  classification  of  the  pupils. 

The  score  made  by  any  individual  pupil  on  a  single  short  scale 
is  not  an  adequate  measure  of  his  language  ability.  A  fairly 
adequate  index  of  individual  ability  may  be  found  by  testing  the 
pupil  on  three  or  on  all  four  of  the  Scales  B,  C,  D,  and  E,and  using 
as  a  final  measure  the  average  score  obtained.  It  happens  that 
such  an  average  score  approximates  rather  closely,  in  the  case  of 
pupils  above  the  third  grade,  the  mental  age  score  that  would 


Kelley's  Arrangement  for  Individual  Testing 


59 


be  obtained  by  testing  the  child  on  the  Stanford  Revision  of  the 
Binet-Simon  Scale.  An  average  score  of  10.5  on  Scales  B,  C, 
and  E,  for  example,  would  indicate  that  the  child's  mental  age 
was  approximately  10  years  and  6  months.  Although  the  chief 
purpose  of  the  short  scales  is  to  serve  as  a  means  for  comparing 
groups  and  classes,  the  average  score  obtained  by  an  individual 
pupil  on  several  short  scales  is  a  valuable  index  of  individual 
capacity  and  will  be  useful  in  checking  up  the  accuracy  with  which 
pupils  have  been  classified  in  school. 

The  standard  scores  given  below  for  high-school  classes  are  not 
as  accurately  determined  as  those  given  above  for  elementary- 
school  classes,  but  they  are  based  on  actual  tests  of  high-school 
pupils  and  are  much  better  than  the  guess  any  reader  would  make 
for  himself.  As  was  stated  above,  the  middle  fifty  per  cent  of  a 
class  should  score  within  2  points  of  its  median  on  Scales  B,  C, 
D,  or  E.  The  middle  fifty  per  cent  should  score  within  1^ 
points  of  the  median  on  Scales  J  or  K,  and  within  4  points  of  the 
median  on  Scales  L  or  M.  The  following  class  medians  may  be 
expected  in  a  "classical"  high  school  made  up  of  middle-class 
white  pupils  who  are  accustomed  to  hearing  the  English  language 
well  used. 


High  School 

Scales  B,  C,  D, 

Scales  J  or 

Scales  L  or 

Class 

or  E 

K 

M 

I 

15.2 

7-5 

7-5 

II 

16.0 

8.6 

9.2 

III 

16.7 

9-4 

10.5 

IV 

17.4 

10. 0 

H-5 

The  writer  would  be  pleased  to  receive  copies  of  the  distribu- 
tions of  scores  made  by  the  pupils  in  various  sections  of  the  coun- 
try, particularly  scores  obtained  from  high-school  classes. 

5.  Kelley's  Arrangement  for  Individual  Testing 

Professor  Truman  L.  Kelley  has  made  an  arrangement  of  the 
completion-test  problems  which  will  give  in  a  single  examination 
a  fairly  accurate  measure  of  the  language  completion  ability  of  an 
individual.1     The  short  scales  presented  in  the  foregoing  pages 

1  Truman  L.  Kelley:  "  Individual  Testing  with  Completion-Test  Exercises," 
Teachers  College  Record,  Sept.,  1917,  pp.  371-382. 


60  Key  for  Completion-Test  Language  Scales 

and  in  the  original  monograph  were  designed  primarily  for  the 
measurement  of  school  classes.  In  order  to  measure  an  individual 
pupil  with  any  degree  of  accuracy,  it  would  be  necessary  to  test 
him  with  at  least  three  of  the  short  ten  problem  scales  and  to 
use  the  average  of  the  three  resulting  scores  as  the  final  measure 
of  the  individual's  ability.  Professor  Kelley's  rearrangement  of 
the  completion-test  sentences  consists  of  two  equivalent  sets  or 
exercises,  each  exercise  consisting  of  forty  sentences  arranged 
in  order  of  their  difficulty,  from  very  easy  sentences  at  the 
beginning  to  very  difficult  sentences  at  the  end.  The  two  sets 
or  exercises  arranged  by  Professor  Kelley  are  given  below. 

COMPLETION  EXERCISE  ALPHA 

Name _ , Age Grade 

Write  words  in  the  empty  spaces  to  make  the  whole  sentence  sound  sensible  and  right. 

0.  We  like  good  boys girls. 

1.  I  like  to  go  to 

2.  The  sky blue. 

3.  Ice  is  cold,  but  fire  is 

4.  The  stars  and  the will  shine  tonight. 

5.  The plays her  dolls  all  day. 

6.  Good  boys kind their  sisters. 

7.  During  the weather  the  boys  play  in  the  shade. 

8.  Boys  must be  rude  to mothers. 

9.  The  boy  will his  hand  if plays  with  fire. 

10.  Time often  more  valuable money. 

11.  Hard makes tired. 

12.  The rises the  morning  and at  night. 

13.  Hot  weather  comes  in  the  and  weather  the 

winter. 

14.  The  child the  river was  drowned. 

15.  She if  she  will. 

16.  It  is  good  to  hear voice friend. 

17.  The  boy  who hard do  well. 

18.  Boys  who  play mud  get  their  hands 

19 the  weather  is  one  should  wear  heavier  than 

when  it  is 

20.  It  is  a task  to  be  kind  to  every  beggar '....  for 

je  „■—■    money. 

21.  The  happiest  and contented  man  is  the  one lives  a  busy 

and  useful 

22.  In   to   maintain   health,   one   should  have  nourishing 


23.  Many  people  their  health  because  do  not  the 

of  hygiene. 

24.  A  home  is merely  a  place one live  comfortably. 

25.  It  is  very  to  become  acquainted  persons  who 

timid. 


Kelley's  Arrangement  for  Individual  Testing  61 

26.  One's do always  express  his  thoughts. 

27.  The is  always  shining storm-clouds  sometimes it 

us. 

28.  Children  should  that  after  all  nobody  is  to  care  much 

more their  success  than parents. 

29 are  times  in  the of  almost of  us  when  we 

for  a  long  life. 

30.  One's  real appears often  in  his than  in  his  speech. 

31.  Extremely  old  sometimes  almost  as  care  as 


32.  To  to  wait,  after  having /to  go  ,  very 

annoying. 

33.  The seems and  dreary a  discouraged 

34.  The  knowledge  of use  fire  is of import- 

ant things  known  by but  unknown animals. 

35 want  are  often  caused  by 

36.  In  order clearly  at  it  is to __ 

artificial 

37.  One's in  life upon  so factors it  is  not 

to  state  any  single for failure. 

38 a  rule  one association  friends. 

39.  One  can do  his at  one while of  another. 

40.  The  future of  the  stars  and  the  facts  of history  are _ 

now  once  for  all, I  like  them not. 

COMPLETION  EXERCISE  BETA 

Name Age Grade 

Write  words  in  the  empty  spaces  to  make  the  whole  sentence  sound  sensible  and  right. 

0.  We  are  going school. 

1.  I  see  you.     Can  you  see ? 

2.  The  boy  has book. 

3.  I to  school  each  day. 

4.  Men older  than  boys. 

5.  I  see man  and  the  boy. 

6.  The  wind the  dust  into  our  eyes. 

7.  Here  is  a  man  who do  it. 

8.  The  little and  his  dog running  a  race. 

9.  Boys  and soon  become and  women. 

10.  The  rude  child  does  not many  friends. 

11.  Children  should many  lessons  from parents. 

12.  The are  often  more  contented the  rich. 

13.  A drink  is  very  refreshing  to  a who  is 

14.  Children to  pick 

15.  Brothers sisters  should  always to  help other. 

16.  Children are  rude not  easily  win  friends. 

17.  One  can  not  foretell will  happen  in  the 

18.  The  rose  is  a  favorite because  of fragrance  and 

19.  The  poor  little has nothing  to ;  he  is  hungry. 

20.  It  is  hard keep getting on  a  rainy  day. 

21 and  rain  plants 

22.  Men more to  do  heavy  work women. 

23.  When  one  angry  he  should  forth  an  effort 

his  actions. 

24.  The of  your and  mother  is  your  brother. 

25.  Worry never  improved  a  situation  but  has  made  condi- 

tions   


62  Key  for  Completion-Test  Language  Scales 

26.  The  best  advice usually obtained one's  parents. 

27.  Sleep both and  body. 

28.  The  sun  is  so that  one  can  not directly 

causing  great  discomfort  to  the  eyes. 

29.  To  many  things  ever  finishing  any  of  them  a 

habit. 

30.  When  two  persons  about  which  neither  understands, 

they almost to  disagree. 

31.  One not,  as  a , attention uninteresting 

things. 
32 things  are  satisfying  to  an  ordinary  than  con- 
genial friends. 

33.  Doesn't  it  strange  that  people  should  show  so  much 

and   so    excitement    when   a    sudden  loud 

is  heard? 

34.  It  is  sometimes to between  two of  action. 

35 that  are to  one  by  an friend  should  be  pardoned 

readily  than  injuries  done  by  one  ..., is  not  angry. 

36.  To friends  is  always the it  takes. 

37.  To  eat one  is is  a pleasure. 

38.  It  is that  a  full-grown  man  should  ...... a  ghost he  is 


39.  One  ought  to great  care  to the  right of , 

for  one  who bad  habits it  to  get  away  from 

them. 

40.  The  least  difficult are  by  no always  the  most  , 

are  the tasks the  most  disagreeable. 

No  time  limit  is  set  for  the  completion  of  the  sentences  in 
either  of  the  two  exercises  shown  above,  but  the  papers  in  any 
class  may  be  taken  up  as  soon  as  all  but  three  or  four  individuals 
have  stopped  work.  The  time  for  completing  one  of  the  above 
exercises  will  vary  therefore  from  twenty  minutes  with  very  young 
children  to  three  quarters  of  an  hour  or  more  with  older  persons. 

The  calculation  of  the  final  score  of  an  individual  on  either  of 
the  above  exercises  is  to  be  in  terms  of  the  difficulty  of  the  sen- 
tences on  which  the  individual  has  an  even  chance  of  success  or 
failure.  To  say  that  Mary's  score  on  Exercise  Alpha  is  8.25, 
indicates  therefore  that,  if  Mary  should  attempt  to  complete  a 
number  of  sentences  having  a  difficulty  of  8.25,  she  would  make 
just  half  of  the  total  possible  number  of  credits  on  them.  This 
method  of  measuring  a  person,  by  the  difficulty  of  those  tasks 
which  he  can  do  in  only  about  half  the  cases,  is  quite  useful  and 
scientific,  and  is  really  not  difficult  after  it  has  been  used  a  few 
times,  although  at  first  sight  it  may  appear  somewhat  compli- 
cated to  the  untrained  teacher. 

The  individual  sentences  on  each  blank  are  first  looked  over 
and  marked  2,  1  or  o,  according  to  the  adequacy  of  the  words 
written  in  the  blanks,  just  as  is  done  with  the  shorter  scales 


Kelley's  Arrangement  for  Individual  Testing  63 

originally  published  for  measuring  classes.1  The  scores  on  the 
individual  sentences  of  an  exercise  are  then  added,  not  for  the 
exercise  as  a  whole  as  is  done  with  the  short  scales,  but  for  groups 
of  sentences,  five  sentences  in  each  group.  Each  pupil  tested 
receives  therefore  eight  partial  or  "raw"  scores.  One  raw  score 
is  obtained  for  the  first  five  sentences,  another  for  sentences  six 
to  ten,  another  for  sentences  eleven  to  fifteen,  and  so  on  for  each 
group  of  five  sentences^  As  an  example,  we  may  imagine  that  an 
individual,  John,  has  tried  to  complete  the  sentences  in  Exercise 
Alpha  and  has  made  the  following  raw  scores: 
On  sentences    1  to    5,  a  score  of   10 


6 

"  10,  "      ' 

'       "   10 

n 

1  15,  "      ' 

'       "   10 

16 

'  20,    "        ' 

'       "  10 

21 

"25,    "        ' 

1        .,     8 

26 

'  30,    "        ' 

"     5 

31 

'  35,  "      ' 

'        "     2 

36  "  40,  "  "  "  o 
The  above  partial  or  "crude"  scores  are  not  adequate  as  a 
final  measure  of  the  individual's  ability.  To  secure  a  scientific- 
ally accurate  measure  one  must  consider  the  above  in  connec- 
tion with  the  degree  of  difficulty  of  each  group  of  sentences. 
The  sentences  of  Exercise  Alpha,  and  also  of  Exercise  Beta  were 
selected  and  grouped  by  Professor  Kelley  in  such  a  way  that  the 
average  difficulty  of  each  group  is  as  follows: 

Sentence  Average  Mid-point  or  Average 

Group  Difficulty  of  Two  Groups 

1-5    _ 2.00  

6-10  4.00  

11— 15  6.00  _ 

16-20  _...   7  .00  

21-25  _ 8.00  ..._ _ 

26-30  „ 9.00  

31-35  10 .00  _ 

36-40  11 .00   


300 
5  00 
6.50 
7-50 
8.50 
9  SO 
10.50 


Much  time  will  be  saved  by  making  or  securing  one  copy  of 
the  table  on  page  64  for  each  individual  whose  score  is  to  be  cal- 
culated : 


1 A  list  to  aid  in  locating  the  detailed  scoring  scheme  for  each  sentence  in 
Exercises  Alpha  and  Beta  will  be  found  on  page  69. 


64 


Key  for  Completion-Test  Language  Scales 


RECORD   AND   CALCULATING  SHEET 
For  Calculating  Individual  "Performance  Levels  on  Completion 
Test  Exercises  Alpha  and  Beta 


Group  of 
Sentences 


II 

Average 
Difficulty 


III 
Raw 
Score 


IV 

Decrease  in 
Raw  Scores 


V 

Mid-point 

Between  Groups 


VI 

Products 

IV  xV 


i-5 
6-1  o 
11-15 
16-20 
21-25 
26-30 

31-35 
36-40 


—  1 .00 

0.00 

1. 00 

2.00 

4.00 

6.00 

7.00 

8.00 

9.00 

10.00 

11.00 

12.00 

13.00 

14.00 

15.00 

16.00 


Est. 
Est 
Est 


Est. 
Est. 
Est. 

Est. 
Est. 


-•5 
•5 


Name 

Age Grade 

School  

Score Individual's  score  is  found  by  dividing  the  sum  of 

products  in  column  VI  by  the  sum  of  decreases  in 
column  IV. 


Upon  such  a  table  the  eight  raw  scores  of  any  individual 
should  be  entered  and  the  calculations  made.  The  raw  scores 
used  in  a  previous  paragraph  as  an  example  would  be  entered  and 
the  calculations  made  as  indicated  in  the  table  on  page  65. 


Kelley's  Arrangement  for  Individual  Testing 


65 


I 

Group  of 
Sentences 

II 
Average 
Difficulty 

III 

Raw 
Score 

IV 

Decrease  in 
Raw  Scores 

V 

Mid-point 

Between  Groups 

VI 

Products 

IV  xV 

1-  5 

2.00 
4.00 
6.00 
7.00 
8.00 
9.00 
10.00 
11 .00 

10 
10 
10 
10 
8 

5 
2 
0 

3.00 
5.00 
6.50 
7-50 
8.50 
9- 50 
10.50 

6-10 

11-15 

16-20 

2 

150 

21-25 
26-30 
31-35 

3 
3 
2 

25  -5 
28-5 
21 .0 

36-40 

10 

)oo. 0(0.0 

It  will  be  observed  in  column  III  that  John  made  a  perfect 
score  of  10  points  on  each  of  the  first  four  groups  of  sentences. 
In  the  group  of  sentences  from  21  to  25,  however,  John  secured 
only  8  out  of  a  possible  10  points,  so  that  between  group  16-20 
and  group  21-25  there  is  a  decrease  in  raw  score  (noted  in  column 
IV)  of  2  points.  The  average  value  or  mid-point  between  these 
two  groups,  between  which  there  is  a  decrease  of  2  points  raw 
score,  is  7.5  (shown  in  column  V).  The  product  (15.0)  of  2  and 
7.5  is  therefore  entered  in  column  VI. 

Between  the  group  of  sentences  21-25  and  the  group  26-30 
there  is  a  decrease  of  3  points  raw  score  and  an  average  value  of 
8.5.  The  product  (25.5)  is  therefore  entered  in  column  VI. 
The  sum  of  all  the  products  finally  entered  in  column  VI  is  at 
last  found  and  divided  by  10,  the  sum  of  the  decreases  entered  in 
column  IV.  The  result  of  this  division  gives  the  difficulty  value 
(9.00)  at  which  the  particular  individual,  John,  would  probably 
succeed  or  fail  in  an  equal  number  of  cases  in  his  attempts  to 
complete  mutilated  sentences. 

It  is  quite  evident,  however,  that  very  young  children  will  not 
make  a  raw  score  of  as  much  as  5  points  on  the  easiest  group  of 
sentences  (group  1-5).  Some  provision  must  therefore  be  made 
for  estimating  what  a  given  raw  score  on  the  easiest  group, 
which  has  a  difficulty  value  of  2.00,  would  mean  on  another  group 


66 


Key  for  Completion-Test  Language  Scales 


of  difficulty  i. oo,  or  on  a  group  of  difficulty  o.oo,  or  even  on  a 
group  of  difficulty  —  i.oo.  Similarly,  we  must  provide  for 
estimating  from  the  raw  scores  made  by  superior  individuals  on 
the  most  difficult  group  of  sentences  (group  36-40) ,  which  has  a 
difficulty  of  11.00,  what  scores  would  be  made  on  more  difficult 
groups  if  such  were  provided.  Professor  Kelley  also  points  out 
that  in  using  the  method  here  described  it  is  necessary  that  the 
easiest  difficulty  considered  should  bring  about  a  raw  score  of 
10  and  the  hardest  difficulty  a  score  of  o.  The  range  of  difficul- 
ties in  Exercises  Alpha  and  Beta  is  too  limited  to  fulfill  this  re- 
quirement in  all  cases,  and  therefore  the  following  tables  are 
provided  by  Professor  Kelley  for  use  in  estimating  raw  scores 
for  difficulties  1.00,  0.00  and  — 1.00  from  actual  raw  scores  on 
the  group  1-5,  which  has  a  difficulty  of  2.00;  and  for  estimating 
scores  for  difficulties  12.00,  13.00,  14.00,  15.00  and  16.00  from 
actual  raw  scores  on  group  36-40,  which  has  a  difficulty  of  11.00. 


Actual  Score  on 

Estimated  Score  on  Difficulty 

Difficulty  2.00 

1.00 

0.00 

—  1.00 

9  

8  

IO...„ 

9 

10. 

10 

10 

10 

7  

9 

10. 

10 

6  

8 

10. 

10 

5  

4  

3  

2  _... 

7 

9. 

10 

6 

8 

10 

5. 

7 

10 

4. 

6 

10 

1   

3 

5 

10 

0  

0 

5 

10 

Actual  Score  on 

Estimated  Score  on  Difficulty 

Difficulty  1 1 .  00 

12.00 

1300 

14.00 

1500 

16.00 

0 

0 

0  . . 

0  .... 

0  .... 

0 

1 

..  0 

0  .... 

0  .... 

0  .... 

0 

2 

1 

0  .... 

0  .... 

0  .... 

0 

3   

4 

s 

1 

0  .... 

0  .... 

0  .... 

0  — 

I  .... 

0  .... 

0  .... 

0  .... 

0 

2 

I  .... 

0 

...  %  . . 

1  .... 

2  .. 

0 

6 

A 

0  .... 

0 

7 

5 

3  .... 

I  .... 

0  .... 

0 

8 

..  6     . 

.    A    . 

2  .... 

1  .... 

0 

9   

7 

5  .... 

3  .... 

1  

0 

Kelley's  Arrangement  for  Individual  Testing 


67 


It  frequently  happens  that  an  individual  will  make  for  some 
reason  a  higher  raw  score  on  one  group  of  sentences  than  he  made 
on  a  previous  group  which  is  in  general  less  difficult.  In  such  a 
case  the  decrease  in  score  to  be  entered  in  column  IV  will  be  a 
negative  quantity.  In  the  case  of  the  individual  reported  below, 
for  example,  9  points  were  secured  on  the  36-40  group  while  only 
8  points  had  been  secured  on  the  easier  31-35  group.  The  de- 
crease entered  in  column  IV  is  therefore  —  1,  and  the  product 
entered  in  column  VI  is  —10.5.  The  following  example  also 
illustrates  the  use  of  estimated  scores  for  values  not  actually 
contained  in  Exercises  Alpha  and  Beta. 


I 

Group  of 
Sentences 

II 

Average 
Difficulty 

III 

Raw 

Score 

IV 
Decrease  in 
Raw  Scores 

V 

Mid  point 
Between  Groups 

VI 

Products 

IV  xV 

—  1. 00 

0.00 

1. 00 

2.00 

4.00 

6.00 

7.00 

8.00 

9.00 

10.00 

11.00 

12.00 

13.00 

14.00 

1500 

16.00 

Est. 

Est. 

Est. 

10 
10 
10 
10 
10 
10 
8 

9 

7  Est. 
5  Est. 
3  Est. 
/Est. 
oEst. 

— . «; 

1 
3 
5 
6 

7 
8 

9 
10 
11 
12 
13 
14 
15 

5 
5 
0 
0 

5 
5 
5 
5 
5 
5 
5 
5 
5 
5 

1-5 

6-10 

n-15 

16-20 

21-25 

26-30 

31-35 
36-40 

2 
—  1 

2 

10.0 

23.0 

2 
2 
2 

25.0 
27.0 

M  0 

1 

9- 

10 

) 1 28. 0(1 2. 8 

68  Key  for  Completion-Test  Language  Scales 

Professor  Kelley  proposes  tentative  norms  for  Exercises  Alpha 
and  Beta.  It  will  be  remembered  in  using  them  that  they  are 
for  difficulty  values  obtained  by  the  method  just  described  and 
that  they  are  not  related  in  any  way  to  the  scores  obtained  by 
the  simpler  method  from  Scales  B,  C,  D  or  E,  described  in  ear- 
lier sections  of  this  pamphlet. 

Tentative   Norms 

For  Completion  Exercises  Alpha  and  Beta 

Age  Norm  Grade  Norm 

7 ii 

8 1.9 


9  3-i 

io 5-° 

II  6.2 

12 6.7 

13 71 

14 7-3 

15 7-6 

16 8.2 

17 8.7 

18 9.0 


11 

Ill 

2 

3 

2 
7 

iv..: 

6 

0 

v 

6 

7 

VI 

7 

1 

VII 

7 

4 

VIII 

7 

8 

IX 

8 

s 

X - 

8 

9 

XI 

9 

3 

XII .. 

9 

5 

College  Graduate 

11 

4 

The  age  norms  given  above  are  for  persons  in  school  and  there- 
fore higher  than  would  obtain  for  the  general  population.  Psy- 
chological examinations  in  the  United  States  Army  have  demon- 
strated to  the  writer  that  the  average  "  Mental  Age  "  of  the  general 
population  is  about  13.5  on  the  Stanford  Revision  of  the  Binet 
Scale.  The  average  adult  should  not,  therefore,  be  expected  to 
make  a  score  above  7.2  on  Exercise  Alpha  or  Exercise  Beta. 

SCORING   EXERCISES    ALPHA  AND   BETA 

The  sentences  of  Exercises  Alpha  and  Beta  are  judged  and 
scored  in  exactly  the  same  manner  as  in  the  Language  Scales 
previously  described  in  this  booklet.  For  convenience  the  sen- 
tences of  each  exercise  are  listed  below  with  references  to  the 
pages  on  which  the  detailed  scoring  scheme  for  each  sentence  may 
be  found.  The  letters  and  numbers  in  parenthesis  indicate  the 
short  scale  and  the  number  of  the  sentence  in  the  short  scale  from 
which  it  was  selected.  Sentence  o  in  each  exercise  is  merely 
an  example,  is  not  to  be  checked  as  to  correctness,  and  does  not 
enter  into  the  calculation  of  an  individual's  final  measure. 


Kelley's  Arrangement  for  Individual  Testing 


69 


EXERCISE   ALPHA 


EXERCISE   BETA 


On  Page 

On  Page 

1.  See  sentence  77  (Fi) 

27 

1.  See  sentence  73  (Ei) 

23 

2.  " 

2(Cl) 

16 

2.  ' 

"   74(Xi7) 

48 

3-  " 

"   75(E2) 

23 

3-  ' 

"    76(D2) 

20 

4-  " 

8(B3) 

13 

4-  ' 

5(C2) 

16 

5-  " 

"    n(D3) 

20 

5-  ! 

3(Xi) 

43 

6.  " 

"     I2(C3) 

16 

6.  ' 

"    I7(X5) 

44 

7-  " 

"    Alpha7 

54 

7-  ' 

9(X2) 

43 

8.  " 

"    I3(X3) 

43 

8.  ' 

20(X6) 

44 

9.  " 

i6(Ki) 

33 

9-  ' 

"    29(Jl) 

30 

10.  " 

"    22(B4) 

13 

10.  ' 

"    2I(D4) 

20 

11.  " 

"    63(D5) 

20 

11.  ' 

"    58(E5) 

23 

12.  " 

"     24(C5) 

16 

12.  ' 

"     6l(j2) 

30 

13-  " 

"   57(K2) 

33 

13-  ' 

"    I02(X23) 

5i 

14.  " 

"   25(E6) 

24 

14-  ' 

"    98(F5) 

27 

15-  " 

"    3i  (B6) 

14 

15-  ' 

"   I05(X26) 

52 

16.  " 

"   27(D6) 

21 

16.  ' 

6o(Li) 

36 

17.  " 

"    30(C6) 

17 

17-  ' 

67(Mi) 

39 

18.  " 

"    26(X7) 

44 

18.  ' 

"    64(J3) 

30 

19.  " 

"   I07(X28) 

53 

19.  ' 

"    28(K3) 

33 

20.  " 

"   34(E7) 

24 

20.  ' 

"    69(Xi5) 

48 

21.  " 

"   7i(D7) 

21 

21.  ' 

72(Xi6) 

48 

22.  " 

7o(L3) 

36 

22.  ' 

"    37(C7) 

17 

23-  " 

95(M3) 

39 

23-   ' 

94(X2o) 

49 

24.  " 

"   43(Xio) 

45 

24.  ' 

"    68(F7) 

28 

25-   " 

"    41  (J4) 

30 

25-   ' 

"    36(E8) 

25 

26.  " 

"    32(L5) 

37 

26.  ' 

"    42(D8) 

21 

27.  " 

8i(Xi9) 

49 

27.  ' 

62^X14) 

47 

28.  " 

47(Xi2) 

46 

28.  ' 

"    44(C8) 

18 

29.    " 

46(Xu) 

46 

29.  ' 

"    45(M5) 

40 

30.  " 

49(Xi3) 

47 

30.  ' 

"    50(F8) 

28 

31-  " 

93(J5) 

31 

3i-  ' 

"    82(K5) 

34 

32.  " 

"    92(L6) 

37 

32.  ' 

"    5i(D9) 

22 

33-  " 

9i(M6) 

40 

33- 

"    Beta  33 

54 

34-  " 

"   53(C9) 

18 

34-  ' 

"    78(L7) 

38 

35-  " 

"    96(F9)   • 

29 

35-  ' 

"   55(M7) 

41 

36.  " 

"   83(Eio) 

26 

36.  ' 

"    54(Bio) 

15 

37-  " 

"    87(J6) 

3i 

37-  ' 

9o(K6) 

34 

38.  " 

84(Dio) 

22 

38.  ' 

88(M8) 

4i 

39-  " 

"    97(L8) 

38 

39-  ' 

"    56(Cio) 

19 

40.  " 

"    89(J7) 

32 

40.  ' 

85(Fio) 

29 

(The  X  in  parenthesis  indicates  that  the  sentence  concerned  is  not  included 
in  any  of  the  scales  but  appears  only  in  the  "Other  Sentence"  series.) 


70  Key  for  Completion-Test  Language  Scales 

6.  Difficulty  of  Each  Sentence 

Detailed  distributions  of  scores  on  each  sentence  were  fur- 
nished in  the  previous  edition  of  "Completion-Test  Language 
Scales,"  in  order  that  other  investigators  might  make  use  of  the 
methods  and  results  in  any  way  that  seemed  desirable.  Since 
the  chief  purpose  of  this  reprint  is  to  furnish  a  "Key"  to  the 
Language  Scales,  only  the  final  estimated  difficulty  of  each  sen- 
tence will  be  furnished  here. 

The  unit  of  difficulty  is  the  P.  E.,  or  median  deviation  from 
the  median  of  a  school  grade,  assuming  that  within  each  school 
grade  the  abilities  of  children  in  completing  these  sentences  are 
distributed  around  the  median  for  the  grade  in  accordance  with 
the  "normal  surface  of  frequency." 

The  arbitrary  zero  point  selected  for  the  scales  is  a  point  I 

P.  E.  below  the  difficulty  of  the  sentence  "We  are  going 

school."  Giving  this  sentence  a  value  of  i.oo,  each  other  sen- 
tence is  given  its  proper  value  in  relation  to  this  degree  of  diffi- 
culty. The  difference  between  a  sentence  of  value  2.00  and  a 
sentence  of  value  3.00  is  equal  to  the  difference  between  a  sen- 
tence of  value  10.00  and  a  sentence  of  value  11.00;  is  half  as  great 
as  the  difference  between  a  sentence  of  value  4.00  and  a  sentence 
of  value  6.00 ;  and  is  one  tenth  as  great  as  the  difference  between 
a  sentence  of  value  1.00  and  a  sentence  of  value  11.00. 

The  differences  between  consecutive  sentences  in  Scales  B, 
C,  D,  E  and  F  are  in  each  case  as  near  1  P.  E.  as  it  was  possible 
to  get  with  the  sentences  which  had  been  evaluated.  In  Scales 
J  and  K  the  differences  are  about  one  and  a  half  units  between 
consecutive  sentences,  and  in  Scales  L  and  M  the  differences  are 
about  one  half  of  a  unit  in  each  case,  except  that  the  last  sentence 
in  each  of  these  two  scales  is  about  one  unit  more  difficult  than 
the  next-to-the-last. 

In  the  list  of  values  which  follow,  the  number  of  each  sentence 
in  the  author's  original  report  is  given  along  with  the  number  in 
this  brief  "Key."  Those  sentences  which  in  the  original  study 
were  numbered  from  1  to  56  are  most  definitely  evaluated,  since 
their  values  are  based  upon  the  records  of  several  thousand  pupils. 
Sentences  which  in  the  previous  report  were  numbered  from  57 
to  72  are  well  evaluated,  while  those  numbered  higher  than  72 
are  only  fairly  well  measured,  as  only  about  500  pupils  were 
used  to  secure  these  last  values. 


Difficulty  of  Each  Sentence 


7i 


Sentences  Included  in  Language  Scale  B 


Sentence 

Number  in 

Difficulty 

Scale  B 

ist  Report 

Value 

I 

I 

.96 

2 

6 

1.98 

3 

8 

2.94 

4 

22 

4.26 

5 

23 

5  40 

6 

31 

6.50 

7 

35 

7.42 

8 

38 

8.42 

9 

48 

9-50 

IO 

54 

10.76 

Sentences  Included  in  Language  Scale  C 

Sentence 

Number  in 

Difficulty 

Scale  C 

1st  Report 

Value 

I 

2 

1.38 

2 

5 

2.52 

3 

12 

3-58 

4 

19 

4-47 

5 

24 

5  69 

6 

30 

6-95 

7 

37 

7.85 

8 

44 

8-95 

9 

53 

10.05 

IO 

56 

11. 17 

Sentences  Included  in  Language  Scale  D 

Sentence 

Number  in 

Difficulty 

Scale  D 

ist  Report 

Value 

I 

4 

1 .00 

2 

76 

1.97 

3 

11 

3-31 

4 

21 

4.40 

5 

63 

5-54 

6 

27 

6.67 

7 

7i 

7.64 

8 

42 

8.86 

9 

51 

9.78 

IO 

84 

10.85 

Sentences  Included  in  Language  Scale  E 

Sentence 

Number  in 

Difficulty 

Scale  E 

ist  Report 

Value 

i 

73 

1. 18 

2 

75 

1.63 

3 

7 

3-34 

4 

18 

4.42 

5 

58 

5-55 

6 

25 

6.32 

7 

34 

7-31 

8 

36 

8.32 

9 

52 

9.29 

IO 

83 

10.55 

72  Key  for  Completion-Test  Language  Scales 

Sentences  Included  in  Language  Scale  F 


Sentence 

Number 

in 

Difficulty 

Scale  F 

ISt 

Report 

Value 

i 

77 

1 .09 

2 

5b 

(2.40)? 

3 

IO 

3-41 

4 

14 

4.88 

5 

98 

6.16 

6 

99 

7.27 

7 

68 

8.28 

8 

50 

9.28 

9 

96 

10.48 

10 

85 

n.58 

Sentences 

Included 

in  Language  Scale  J 

Sentence 

Number 

in 

Difficulty 

Scale  J 

ISt 

Report 

Value 

i 

29 

* 

4.12 

2 

61 

5-85 

3 

64 

7.02 

4 

4i 

8.37 

5 

93 

9-53 

6 

87 

10.75 

7 

89 

12.31 

Sentences 

Included 

in  Language 

Scale  K 

Sentence 

Number 

in 

Difficulty 

Scale  K 

ISt 

Report 

Value 

I 

16 

415 

2 

57 

5-98 

3 

28 

7.04 

4 

33 

8.38 

5 

82 

9-56 

6 

90 

10.79 

7 

86 

12.65 

Sentences 

Included 

in  Language 

Scale  L 

Sentence 

Number 

in 

Difficulty 

Scale  L 

ISt 

Report 

Value 

I 

60 

6.83 

2 

66 

7.40 

3 

70 

7.91 

4 

65 

8.38 

5 

32 

8.91 

6 

92 

9.71 

7 

78 

10. 14 

8 

97 

11 .11 

Difficulty  of  Each  Sentence 


73 


Sentences  Included  in  Language  Scale  M 


Sentence 

Number  in 

Difficulty 

Scale  M 

1st  Report 

Value 

i 

67 

6-93 

2 

59 

7.46 

3 

95 

7-94 

4 

79 

8.48 

5 

45 

9.04 

6 

9i 

9.88 

7 

55 

10.19 

8 

88 

11 .14 

fTENCES  Evaluated  but  Not  Included  in  Any  Langu 

Sentence 

Number  in 

Difficulty 

Key 

1st  Report 

Value 

I 

3 

3-33 

2 

9 

3-76 

3 

13 

4  03 

4 

15 

4.81 

5 

17 

3-66 

6 

20 

4.09 

7 

26 

7.00 

8 

39 

8.58 

9 

40 

8.46 

IO 

43 

8.29 

ii 

46 

9.04 

12 

47 

9  03 

13 

49 

9.20 

14 

62 

8.92 

15 

69 

7.16 

16 

72 

7-55 

17 

74 

1.28 

18 

80 

8-59 

19 

81 

8.92 

20 

94 

8.15 

21 

100 

7.58 

22 

101 

6.82 

23 

102 

6.15 

24 

103 

8.60 

25 

104 

8.62 

26 

105 

6.71 

27 

106 

6.76 

28 

107 

6.96 

29 

108 

9.08 

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